为探讨幼儿教师技术-教学法-内容知识(Technological Pedagogical and Content Knowledge,TPACK)水平对技术压力的影响,采用TPACK问卷和技术压力问卷,对 508 位福州市幼儿教师进行调查.结果显示,福州市幼儿教师TPACK整体水平较高,且存在一定的技术压力;幼儿教师TPACK水平在编制情况、年龄、教龄及学历等人口学变量上存在显著差异;幼儿教师TPACK与技术压力呈显著负相关,TPACK及其各个维度对技术压力具有显著的负向预测作用.为此提出建议:关注非编教师专业发展,以发展前景调动工作热情;组建教师学习共同体,以合作分享促进优势互补;提高幼儿教师入职门槛,以信息素养保障未来发展.
A Study on the Influence of Preschool Teachers'TPACK on Technical Stress——A Case Study of 508 Questionnaires in Fuzhou
In order to investigate the influence of TPACK level of preschool teachers on technical stress,508 preschool teachers in Fuzhou were investigated by TPACK questionnaire and technical stress questionnaire.The results show that the overall TPACK level of preschool teachers in Fuzhou is high,and there is a certain technical pressure;the TPACK level of preschool teachers has significant differences in demographic variables such as establishment situation,age,teaching age and educational background.TPACK and technology stress of preschool teachers are negatively correlated,and TPACK and its dimensions have a significant negative predictive effect on technology stress.To this end,the following suggestions are put forward:first,paying attention to the professional development of teachers who are not the authorized staff,so as to arouse their work enthusiasm in the prospect of development;second,establishing a teacher learning community to promote mutual complementarity through cooperation and sharing;third,raising the entry threshold of preschool teachers to ensure future development with information literacy.
NETL
NSTL
万方数据
