【作 者】：
熊西蓓， 郑 格， 李燕华
【关 键 词 】：
少数民族； 师范生； 整合技术的学科教学知识； TPACK
【栏 目】：
学科建设与教师发展
【中文摘要】：
多民族是我国基本国情，利用信息技术发展民族教育是实现教育公平的重要措施，更是国家教育信息化战略的重要部署。民族教育现代化的发展关键在于提升少数民族教师队伍，特别是少数民族师范生整合技术的学科教学知识（TPACK）水平。研究以1050名南方少数民族师范生为研究对象，采用问卷调查法，辅之以访谈法，展开了针对少数民族师范生TPACK水平的调查与研究。通过描述统计分析，阐明了少数民族师范生TPACK水平的差异；通过多元回归分析，探讨了TPACK水平发展的影响因素以及相互关系。结果表明：（1）少数民族师范生TPACK知识总体水平偏低，专业学科知识有待加强；（2）少数民族师范生倾向于重视学科知识，对教学法的重要性认识不足，对信息素养缺乏信心；（3）少数民族师范生TPACK水平受到民族地区教育境脉、生源基础、课程体系等因素的影响。最后,从构建合理的少数民族师范生TPACK课程体系、改革少数民族师范生TPACK教学模式以及完善少数民族师范生TPACK发展辅助支撑系统等方面，发掘提升少数民族师范生TPACK水平的途径与策略。
【英文摘要】：
Multi-ethnic is the basic national condition in China. The use of information technology to develop ethnic education is not only an important measure to achieve educational equity, but also an important deployment of the national education informatization strategy.
The key to the modernization of ethnic education is to improve the TPACK (Technological Pedagogical and Content Knowledge) of ethnic minority teachers, especially ethnic minority normal students. This study takes 1050 southern ethnic minority normal students as the research object, and carries out a survey and research on the TPACK level of ethnic minority normal students by means of questionnaire survey and interview. Through descriptive statistical analysis, this study analyzes the differences in TPACK level of ethnic minority normal students and discusses the influencing factors of TPACK development and their correlation through multiple regression analysis. The results show that (1) the overall TPACK level of ethnic minority normal students is relatively low, and their content knowledge needs to be strengthened. (2) Ethnic minority normal students tend to attach importance to content knowledge, ignore the importance of pedagogical knowledge, and lack confidence in technological knowledge. (3) The TPACK level of ethnic minority normal students is influenced by factors such as educational and cultural background, enrollment basis, and curriculum system in minority areas. Finally, the study explores ways and strategies to improve the TPACK level of minority normal students from the perspectives of establishing a reasonable TPACK curriculum system, reforming TPACK teaching models, and improving the TPACK-supported learning system for ethnic minority normal students.