CAJ | 학술논문

整合技术的学科教学知识（TPACK）是信息时代教师专业知识的核心,影响和制约教师信息技术应用能力的发展。以烟台市276名初中数学教师为研究对象,对初中数学教师TPACK现状进行了调查研究。研究发现：初中数学教师TPACK整体水平中等偏上,还有较大提升空间。构成TPACK五个维度的水平从高到低依次为理念维度、课程维度、学生维度、教学维度、评价维度。研究进一步提出了有效促进教师TPACK发展的建议。
정합기술적학과교학지식（TPACK）시신식시대교사전업지식적핵심,영향화제약교사신식기술응용능력적발전。이연태시276명초중수학교사위연구대상,대초중수학교사TPACK현상진행료조사연구。연구발현：초중수학교사TPACK정체수평중등편상,환유교대제승공간。구성TPACK오개유도적수평종고도저의차위이념유도、과정유도、학생유도、교학유도、평개유도。연구진일보제출료유효촉진교사TPACK발전적건의。
Technological Pedagogical Content Knowledge（TPACK） is the core professional knowledge for teachers in the information age, which directly influences the development of teachers＇ information technology application ability. Through the survey of 276 junior high school mathematics teachers in Yan Tai, and investigation on the status and the characteristics of the junior high school mathematics teachers＇ TPACK, it found that the overall level of their TPACK located above average with great space to improve. The order of five dimensions of Mathematics teachers＇ TPACK from high to low is concept, curriculum, students, teaching, assessment. This research puts forward the suggestions for the development of TPACK of mathematics teachers in junior high school.