[1]蔡慧英,谢作如,李渔迎,等.创客教育教师准备好了吗——智能时代下创客教师知识发展的影响因素探析[J].远程教育杂志,2019,(03):086-94.[doi:10.15881/j.cnki.cn33-1304/g4.2019.03.009]
 CaiHuiying,Xie Zuoru,Li Yuyin,et al.Does Maker Teacher Get Prepare for TheirTeaching: The Factors Influenced Maker Teacher’s Knowledge Development under the Intelligent Age[J].Distance Education Journal,2019,(03):086-94.[doi:10.15881/j.cnki.cn33-1304/g4.2019.03.009]
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创客教育教师准备好了吗——智能时代下创客教师知识发展的影响因素探析()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2019年03期
页码:
086-94
栏目:
学术视点
出版日期:
2019-05-15

文章信息/Info

Title:
Does Maker Teacher Get Prepare for TheirTeaching: The Factors Influenced Maker Teacher’s Knowledge Development under the Intelligent Age
作者:
蔡慧英; 谢作如; 李渔迎; 顾小清
1.江南大学 教育信息化研究中心,江苏无锡 214122;2.温州中学,浙江温州 325014;3.华东师范大学 上海数字化教育装备工程技术研究中心,上海 200062
Author(s):
CaiHuiying; Xie Zuoru; Li Yuyin; Gu Xiaoqing
1.Research Centre of Educational Informatization, JiangnanUniversity, Wuxi, Jiangsu 214122; 2.Wenzhou High School, Wenzhou, Zhejiang 325000; 3.Shanghai Engineering Research Center of Digital Education Equipment, East China Normal University,Shanghai 200062
关键词:
创客教育教师TPACK教师培训策略研究
Keywords:
Maker Education Teacher TPACK Teacher Training Strategy Research
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2019.03.009
文献标志码:
A
摘要:
作为融合了创客技术的跨学科教学形式,创客教育具有综合性、实践性、技术性等特征。因此,复杂的创客教育对创客教师的知识储备提出了新的要求。为了推进我国创客教育的持续发展,如何让创客教师具备足够的知识储备,以胜任复杂创客教学实践活动,成为亟需解决的重要问题之一。为此,需要以整合技术的学科教学知识(TPACK)理论为基础,并运用问卷调查的方法对全国194名创客教师进行调查研究,挖掘影响创客教师知识发展路径的主要因素和间接因素,来为智能时代培养高素质创客教师提供策略指导。中介效应分析表明,影响创客教师TPACK的主要因素是创客教师复合性知识(PCK、TCK、TPK)。回归分析进一步发现,影响创客教师TPACK的间接因素是创客教师技术整合的能力感知、学校对教师专业发展的支持以及学校组织和文化环境对创客教育的支持。因此,促进创客教师知识的发展需要关注到以下三个方面:首先,关注创客教师知识内涵发展,开展提供创客教师复合性知识的学习与培训;其次,关注创客技术的整合应用,提升创客教师整合技术的能力感知;最后,关注创客教学生态的营造,创建促进创客教师知识发展的学校组织和文化环境。
Abstract:
As an interdisciplinary instructional method based on maker technology, maker education has the characteristic of integrity, practicality and technicality, which bring new conceptions of knowledge development and structure for maker teachers in China. In order to promote sustainable development of maker education in China, how to equip teachers with sufficient knowledge to address the challenges from teaching practices is one of the key research issues. Therefore, this study investigated knowledge situation of Chinese maker teacher based on TPACK theory. The study surveyed the 194 Chinese maker teachers to investigate thedirect and indirect factors influencing the maker teacher’s knowledge situation. By the analysis of the mediating effect, it was found that teacher’s connected knowledge, such as PCK, TPK and TCK are the direct factors for maker teacher’s knowledge development. By the analysis of regression method, it was found that teacher’s value belief of maker technology, the support of teacher professional development and the school organization and cultural support are the indirect factors for maker teacher’s knowledge development. Those results informed that firstly the connotative development of maker teacher knowledge should be paid much attention to promote teacher’s connected knowledge. Secondly, the integration of maker technology should be paid much attention to promote teacher’s ability belief of maker technology. Thirdly, the construction of school’s organizational and cultural environment should be constructed for teacher to conduct maker instruction.

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备注/Memo

备注/Memo:
基金项目:本文系2017年度教育部人文社会科学研究青年基金项目“在STEM课程中设计图示化支架提升协作问题解决能力的实证研究”(项目编号:17YJC880001)成果。
更新日期/Last Update: 1900-01-01