【作 者】：
黄 磊， 蒋 玲， 张春梅
【关 键 词 】：
TPACK游戏；教师信念；学习投入；交互效应
【栏 目】：
学科建设与教师发展
【中文摘要】：
作为提升教师TPACK知识的一种策略，TPACK 游戏通常被用于教师培训。由于自身已有的教学信念，教师接受不同方式培训的效果并不相同。文章将TPACK游戏移植到师范生的“现代教育技术应用”课堂教学中，在考虑教师信念调节作用的情况下，探讨了该方法对师范生学习投入、TPACK自我效能感和教学活动方案设计的影响。研究发现：TPACK游戏可以显著提高学生的课堂行为投入和教学活动方案的新颖性，但不影响课堂认知投入和教学活动方案的适切性；可以显著增加开放教师信念高分组学生的课堂情感投入，但却使低分组学生的TPACK自我效能感更低。教师信念的调节作用是教学方法改革中不可忽视的重要因素。
【英文摘要】：
As a strategy of improving TPACK knowledge, TPACK game is generally adopted in teachers' training. Because of existing teaching beliefs, the effects of different trainings are different for teachers. In this study, TPACK game is transplanted to "Application of Modern Educational Technology" classroom teaching of normal students. Considering the regulations of teachers' beliefs, this paper discusses the influence of TPACK game on students' learning engagement, TPACK self-efficacy, and the design of teaching activities. The results indicate that TPACK game can significantly increase students' behavioral engagement in class and improve the novelty of their teaching activities, but it does not affect students' cognitive engagement and the relevance of teaching activities. Moreover, TPACK game can increase the classroom emotional input of high-score students with open teachers' beliefs significantly, but lower the TPACK self-efficacy of low-score students. Therefore, the regulations of teachers' beliefs are important in the reform of teaching methods.