于开莲， 赵 南， 张 慧
【关 键 词 】：
幼儿园教师； 整合技术的领域教学知识； TPACK； 幼儿园课程
The application of information technology in education largely depends on teachers' professional ability and information literacy. This paper selects 438 kindergarten teachers from 10 districts and counties of Beijing as the research objects, and investigates their technological pedagogical content knowledge (TPACK) by using questionnaire survey. The results indicate the TPACK of kindergarten teachers is in good condition. Kindergarten teachers are more knowledgeable and confident in terms of content knowledge (CK) and pedagogical knowledge (PK), moderately knowledgeable and confident with regards to technology-related knowledge, including technological knowledge (TK), technological pedagogical knowledge(TPK), and technological content knowledge(TCK), while less knowledgeable and confident in terms of pedagogical content knowledge(PCK). There are significant differences in teachers' TPACK in terms of age, teaching age, educational background, professional titles and districts they belong to. Based on those research findings, the following suggestions are put forward: further improving the information technology knowledge of kindergarten teachers; strengthening the PCK training of kindergarten teachers; focusing on improving the information literacy of experienced teachers; improving the initial qualifications of kindergarten teachers; reforming preschool teachers' educational curriculum and strengthening the pre-service training of normal students' information literacy.