【摘要】：選取全國有代表性的三個學(xué)區(qū)的55名初中數(shù)學(xué)教師和近2 000名學(xué)生開展為期兩年的跟蹤調(diào)查,以學(xué)生2012年成績?yōu)橐蜃兞?教師M-TPACK水平、信息技術(shù)使用情況、學(xué)生2011年學(xué)業(yè)成績及學(xué)生課外補習(xí)時間為自變量,建立分層線性模型研究教師信息技術(shù)使用對學(xué)生學(xué)業(yè)成績的影響。研究結(jié)果顯示:信息技術(shù)環(huán)境下數(shù)學(xué)教師教學(xué)知識(TPACK)對學(xué)生學(xué)業(yè)成績有顯著的促進作用,且對幾何成績的影響大于代數(shù);而在課堂教學(xué)中使用信息技術(shù)過于頻繁反而會阻礙學(xué)生代數(shù)能力的發(fā)展。教師信息技術(shù)與教學(xué)方法整合的能力能夠幫助學(xué)生在代數(shù)成績上獲得較大提升,教師信息技術(shù)與數(shù)學(xué)內(nèi)容的整合能力以及課堂教學(xué)中信息技術(shù)的充分使用則有利于學(xué)生幾何成績的提高。
[Abstract]:In this paper, 55 junior middle school mathematics teachers and nearly 2,000 students from three representative school districts in China were selected to carry out a two-year follow-up survey. The results in 2012 were taken as dependent variables, M-TPACK level of teachers, and information technology usage. Students' academic achievement in 2011 and extracurricular tutoring time were independent variables. A hierarchical linear model was established to study the effect of teachers' information technology use on students' academic achievement. The results show that (TPACK) plays a significant role in promoting students' academic achievement in the environment of information technology, and the effect on geometric achievement is greater than that on algebra. The frequent use of information technology in classroom teaching will hinder the development of students' algebraic ability. Teachers' ability to integrate information technology with teaching methods can help students improve their algebra scores. Teachers' ability of integrating information technology with mathematics content and the full use of information technology in classroom teaching are beneficial to the improvement of students' geometric achievement.
【作者單位】： 北京師范大學(xué)數(shù)學(xué)科學(xué)學(xué)院;中國人民大學(xué)附屬中學(xué);
【基金】：國家自然科學(xué)基金項目“用于多級評分認(rèn)知診斷的統(tǒng)計模型研究”(項目編號:11171029)的研究成果
【分類號】：G633.6;G434

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