论文著作

The Impact of Teachers' Application to Information Technology on Students' Mathematical Achievement——Based on the Follow-up Investigation on Junior High School Mathematics Teachers of Three School Districts

作者：郭衎 ¹ ;曹一鸣 ¹ ;王立东 ²

单位：[1]北京师范大学数学科学学院;[2]中国人民大学附属中学

关键词：信息技术;数学教师;学生学业成绩;项目反应理论;分层线性模型

英文关键词：information technology,mathematics teachers,students' achievement,IRT,HLM

摘要：选取全国有代表性的三个学区的55名初中数学教师和近2 000名学生开展为期两年的跟踪调查,以学生2012年成绩为因变量,教师M-TPACK水平、信息技术使用情况、学生2011年学业成绩及学生课外补习时间为自变量,建立分层线性模型研究教师信息技术使用对学生学业成绩的影响。研究结果显示:信息技术环境下数学教师教学知识(TPACK)对学生学业成绩有显著的促进作用,且对几何成绩的影响大于代数;而在课堂教学中使用信息技术过于频繁反而会阻碍学生代数能力的发展。教师信息技术与教学方法整合的能力能够帮助学生在代数成绩上获得较大提升,教师信息技术与数学内容的整合能力以及课堂教学中信息技术的充分使用则有利于学生几何成绩的提高。

英文摘要：Selecting 55 junior high school mathematics teachers and nearly 2 000 students from three representativeschool districts to start a two-year follow-up investigation,the impact of teachers' application to information technology(IT)on students' mathematics achievement by hierarchical linear model is explored,taking students' achievement in2012 as the dependent variable,and teachers' M-TPACK,IT usage,students' achievement in 2011 and after-schooltutoring time as the independent variables. It is suggested that teachers' technological pedagogical content knowledge(TPACK)has significantly promoted students' achievement,and the effect has performed better on Geometry achievementthan Algebra achievement. At the same time,using IT too frequently has showed negative effect on students' Algebraachievement. Furthermore,teachers with stronger technological pedagogical knowledge(TPK)may enhance students' Algebra achievement more greatly,and teachers' technological content knowledge(TCK)and frequent use of IT inclassroom teaching can help students enhance the Geometry capability.

基金：国家自然科学基金项目“用于多级评分认知诊断的统计模型研究”(项目编号:11171029)的研究成果

语种：中文

来源：教育研究,2015(01):128-135.

中图分类号：G633.6;G434

出版日期：2015-01-15

引用参考：郭衎;曹一鸣;王立东. 教师信息技术使用对学生数学学业成绩的影响——基于三个学区初中教师的跟踪研究[J]. 教育研究,2015(01):128-135.

• 教师信息技术使用对学生数学学业成绩的影响——基于三个学区初中教师的跟踪研究.pdf