CAJ | 학술논문

整合技术的学科教学法知识（TPACK）是教师在信息时代进行有效教学的基础,也是评价现代教师教学能力的重要指标。文章基于高校教师知识结构特征,构建高校教师TPACK知识结构框架;并通过调查问卷,对教龄、培训频率、师范教育背景与高校教师TPACK进行了相关分析;通过回归分析,验证了高校教师TPACK模型假设。研究结论发现TPACK知识结构包含七个要素,教师教龄和师范教育背景与TPACK各个知识要素显著相关。
정합기술적학과교학법지식（TPACK）시교사재신식시대진행유효교학적기출,야시평개현대교사교학능력적중요지표。문장기우고교교사지식결구특정,구건고교교사TPACK지식결구광가;병통과조사문권,대교령、배훈빈솔、사범교육배경여고교교사TPACK진행료상관분석;통과회귀분석,험증료고교교사TPACK모형가설。연구결론발현TPACK지식결구포함칠개요소,교사교령화사범교육배경여TPACK각개지식요소현저상관。
Technological Pedagogical Content Knowledge（TPACK） is the basis for teachers to improve the effect of teaching, and it is also an important indicator to evaluate the teaching ability in the modern society. TPACK framework model is created based on the characteristics of college teachers＇ knowledge. The paper analyzes the correlation between teaching ages, training, the background of normal education and TPACK by means of questionnaire, and also verifies TPACK framework model by regression analysis. The result shows that the TPACK frame of college teachers includes seven parts, and teaching ages and the background of normal education influence TPACK.