師資培育生之教師專業知識調查研究——以大陸地區某師範高校爲例

Abstract

資訊時代對教師提出了新的要求，中國國務院2010年印發的《國家中長期教育改革和發展規劃綱要（年）》中明確指出資訊科技將對教育產生革命性的影響。但當下許多教師卻無法使用科技工具進行有效教學，而現行師資培育模式也仍忽視該素養的培育。本研究以科技學科教學知識（Technological Pedagogical and Content Knowledge, TPACK）框架爲測量師資培育生之教師專業知識的理論工具，通過對大陸地區某師範高校的232名師資培育生進行方便取樣做問卷調查。瞭解師資培育生教師專業知識的現狀，探索不同背景變項的師資培育生在教師專業知識各面向間的差異，以及探索教師專業知識中各個面向間的關係爲本研究之目的。研究結果發現，師資培育生教師專業知識現狀整體表現一般，而不同性別、年級、計算機課程分數組、是否具備教育實踐經歷，在教師專業知識上存在顯著差異。此外，不同專業類別的師資培育生在教師專業知識上不存在顯著差異，教育專業知識的各面向間，存在顯著的正相關。研究者從學校及師資培育生雙方角度提出几點改進的建議與思考，以期能爲相關領域人士的工作提供參考，幫助師資培育生迎接未來充滿挑戰性的教學工作。

The information age has put forward new requirements for teachers. The "Outline of National Medium and Long-term Education Reform and Development Plan (Year)" issued by the State Council of China in 2010 clearly pointed out that information technology will have a revolutionary impact on education. However, many teachers today cannot teach effectively with technology tools, and the current teacher cultivation model still ignores the cultivation of this literacy. In this study, the Technological Pedagogical and Content Knowledge (TPACK) framework is used as a theoretical tool to measure the teacher professional knowledge of pre-service teachers. Through a convenient questionnaire survey of 232 pre-service teachers of a normal college in the mainland of China completed surveys. The purposes of this study is to understand the current situation of pre-service teachers' professional knowledge, to explore the differences between teacher training students in different background variables in various aspects of teacher professional knowledge, and to explore the relationship between various aspects of teacher professional knowledge. The following research results were obtained by using SPSS to describe the statistics of the questionnaire data, T-test, ANOVA analysis, and the person's product difference. (a) The status quo of pre-service teachers' professional knowledge is generally good. (b) There are significant differences in teachers' professional knowledge among pre-service teachers who have different genders, grades, computer course scores, and experience in education. (c) There is no significant difference in teachers' professional knowledge among pre-service teachers of different professional categories. (d) There is a significant positive correlation between the various aspects of pre-service teachers' professional knowledge.

For solving the above problems and difficulties, the researcher put forward some suggestions for improvement from the perspective of both the school and the pre-service teachers, so that they can provide reference for the work of people in related fields and help the pre-service teachers to meet the challenging teaching work in the future. In the face of the current difficulties, the school needs to encourage innovative elective courses, focus on the development of guidance courses that integrate information technology and education in depth, enrich teacher types, pay attention to differences in learning, and foster the awareness of independent professional development of teacher cultivation and technology integration. Pre-service teachers must personally plan their careers, enrich their own practical experience appropriately, and learn to use reflection to internalize knowledge and make sense of experience.