二語教師整合技術(shù)的學(xué)科教學(xué)知識（TPACK)實證研究綜述

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[中圖分類號] H319 [文獻標(biāo)識碼]A [文獻編號] 1002-2643（2025）02-0042-12

A Review of Empirical Studies on Technological Pedagogical Content Knowledge （TPACK） of Second Language Teachers

WANG Anqi ZHANG Qinghua

Abstract： Teachers' TPACK is vital to the digital transformation of second language education. Using the qualitative analysis software NVivo 12 Plus， this paper analyzes 65 empirical articles on second language teachers' TPACK published in SSCl， A & HCl and CSSCl journals from 2011 to 2023. The results are shown in three aspects： relevant studies go through two stages of development， and their numberis on the rise； research content falls into five categories： the status quo of teachers' TPACK， the development of teachers’ TPACK， the relationships among the components of TPACK framework， instrument development to measure teachers’ TPACK， the role and application of teachers’ TPACK； in terms of research methods， qualitative studies are scarce， qualitative analysis lacks diversity， and self-reported data are predominant. Based on the systematic review and analysis of research content and research methods of 65 empirical studies， this paper makes suggestions for research on teachers' TPACK in second language education in the post-pandemic era.

Key words： TPACK； second language teachers； empirical study； review

1.引言

現(xiàn)代信息技術(shù)的發(fā)展引發(fā)教育領(lǐng)域的巨大變革，教育數(shù)字化轉(zhuǎn)型已成為當(dāng)前二語教育工作的重要任務(wù)。（剩余18891字）