冯仰存,吴佳琦,曹凡,王帅

• 1:同济大学职业技术教育学院
• 2:上海交通大学教育学院

摘要(Abstract)：

随着技术嵌入教育教学活动的程度加深，技术压力成为教师数字化教学和专业发展的新挑战，亟须探寻解决之道。为此，本研究对江浙沪基础教育领域的744名教师展开调查，通过路径分析、调节效应模型探究技术压力对教师教学创新和工作表现的影响，以及TPACK和成长型思维的作用路径。结果显示：技术压力对教师数字化教学创新行为与工作表现均有显著负向影响；TPACK能力对教师教学创新行为与工作表现均有显著正向影响；教师TPACK能力、成长型思维对其技术压力具有显著负向影响；教师TPACK能力能够显著抑制技术压力对其教学创新行为的负向影响，当教师TPACK能力达到较高水平时技术压力对其教学创新行为的影响不再显著。成长型思维能够显著抑制技术压力对教师工作表现的负向影响，当教师成长型思维达到较高水平时，技术压力对其工作表现的影响不再显著。本研究对于深化教育数字化转型背景下的教学创新具有一定的理论和现实意义。

关键词(KeyWords)： 数字化教学创新;TPACK;成长型思维;调节效应

Abstract:

Keywords:

基金项目(Foundation): 上海市师资培训中心“教育专题数据库（教职工信息库）教师数据治理研究”（课题编号：SZ3500024）的研究成果

作者(Author): 冯仰存,吴佳琦,曹凡,王帅

DOI: 10.13541/j.cnki.chinade.2023.06.006

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• (1)如无特殊说明，本文的数字化教学创新就是信息化教学创新。
• (1)二元工作压力模型认为，工作压力可分为挑战性压力（与工作要求相关）和阻碍性压力（与工作内容不相关）。