刘 慧 王 帆 朱奕霖 苏春雪
（江苏师范大学 智慧教育学院，江苏 徐州 221116）
【摘 要】智能时代，TPACK是教师进行信息化教育教学需具备的专业知识。除自我报告、编码与计数方法外，认知网络分析法为测评教师知识的动态发展过程提供了有效方法。本研究以TPACK模型为基础，运用认知网络分析法对参与四年网络研修的397位教师分析发现：①教师在线对话反思以教学法知识为主。②教师TPACK知识从单一类型转变为复合知识，关注的重心由PK—TCK—TPK向PK—TK—TPACK过渡。③不同群体教师TPACK发展特征表现不同，对比男性教师，女性教师更多关注PK—TPK；教龄长与高职称的教师关注PK—PCK—CK，新手教师与未评职称的教师对PK—TK的感知能力较强；与一般活跃度的教师相比，活跃教师TPACK各要素的联系更为紧密；学前教师注重CK、TK、PK的联系，小学教师则更为关注PK—CK，初中、中职教师与高中教师分别更注重PK—TPK与PK—TPACK的联系。针对上述分析结论，文章对教师知识发展与网络研修的开展提出了针对性的建议。
【关键词】网络研修；教师TPACK知识；发展轨迹；演化特征；认知网络分析法
The Development Track and Evolution Characteristics of Teachers’ TPACK Knowledge in Online Training: Based on Epistemic Network Analysis
LIU Hui, WANG Fan, ZHU Yilin and SU Chunxue
(School of Wisdom Education, Jiangsu Normal University, Xuzhou 221116, China)
Abstract：In intelligent era, TPACK is the professional knowledge that teachers need for information-based teaching. In addition to self-reporting, coding and counting methods, epistemic network analysis provides an effective method in evaluating the dynamic development of teacher knowledge. Based on the TPACK model, this study used epistemic network analysis to investigate 397 teachers who participated in a four-year online training. The key findings are: Firstly, teachers’online dialogue reflection is mainly based on pedagogical knowledge; Secondly, teachers’TPACK knowledge has changed from a single type to a compound form. Their attention focus has shifted from PK-TCK-TPK to PK-TKTPACK; Thirdly, the development characteristics of TPACK of different groups of teachers are shown. Compared with male teachers, female teachers pay more attention to PK-TPK; teachers with senior titles and higher professional titles pay more attention to PK-PCK-CK, novice teachers have a stronger perception of PK-TK; compared with teachers in common activeness, highly active teachers’knowledge are more closely related to TPACK; Preschool teachers pay attention to CK, TK, PK and primary school teachers pay more attention to the relationship between PK-CK, while junior high school, secondary vocational teachers and high school teachers pay more attention to the relationship between PK-TPK and PK-TPACK. In response to the above analysis and conclusions, this study puts forward specific suggestions on the development of teacher knowledge and the development of online training.
Keywords：online training; TPACK; development trajectory; evolutionary characteristics; epistemic network analysis
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教师网络研修TPACK知识发展轨迹与演化特征.pdf
