TPACK 视角下构建中国高职院校教师信息化教学能力分级评价指标体系

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Abstract

教师信息化教学能力发展已成为现代高职教师培养的重要任务。本文章旨在分析高职院校信息化教学现状，建立适合中国高职院校教师的信息化教学能力分级评价指标体系，并以TPACK 理论为基础，研究教师信息化教学能力的主要组成部分。基于对现有研究文献的梳理，通过修正德尔菲法构建评价模型的具体指标，并进行检验和修改，最后通过层次分析法确定评价指标的权重，以建构包含6个一级指标、15个二级指标和45个三级指标在内的中国高职教师信息化教学能力分级评价体系。

Keywords

TPACK 理论

高职院校

信息化教学能力

评价分级指标

References

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