中文摘要：

教师所具有的TPACK知识反映其胜任课堂信息化教学的程度。先前关于TPACK的研究多是基于传统七因子模型,且已有研究表明,TPACK与教师的教学年限、教育信念、设计意向相关。在传统TPACK七因子模型基础上,加入建构主义教学信念和教师设计创新素质两个积极因素形成的TPACK九因子结构假设模型,经数据验证后表明：该模型适用于职业生涯初期阶段的新手教师;新手教师TPACK知识处于较低水平,与职前教师不存在显著差异,且受到其他因素的影响;新手教师建构主义信念和设计创新素质均对其TPACK知识的发展具有预测作用,该作用效果与普通在职教师一致;但新手教师PCK知识显著优于职前教师,且新手教师PCK对TPACK的发展存在负向预测关系,而职前教师和普通在职教师的PCK对TPACK不存在显著预测关系。新手教师可以通过强化PK、TPK和TCK的知识变化来促进TPACK的发展。

英文摘要：

Teachers＇ technological pedagogical content knowledge （TPACK） reflects their competency to deal with the instruction in the information age. Previous studies about TPACK were based on the seven-factor model and indicated that there were significant correlations between teachers＇ TPACK and their personal characteristics （such as tenure, teaching beliefs and design disposition）. The present study constructed the new nine-factor model （based on the original seven-factor model, two new factors were added： the constructivist teaching beliefs and the design creative quality）. Results showed that this nine-factor model of TPACK was suitable to measure the novice teachers＇ TPACK with enough validity and reliability. Moreover, the novice teachers＇ TPACK was lower and showed little differnece from pre-service teachers, but their TPACK was influenced by other factors. Their TPACK can be predicted by their constructivist teaching beliefs and design creative quality, and the predictive effect was the same as that on pre-service teachers. However, the novice teachers＇ PCK, significantly superior to the pre-serviee teachers, had a negative predict power on the development of their TPACK, while this predict power was not significant in pre-service and in-service teachers. The TPACK of the novice teachers can be advanced by strengthening their PK, TPK and TCK.