【摘要】 通过向内蒙古东部、中部和西部1492名中小学一线教师发放调查问卷量表，获取了中小学教师TPACK的整体情况、中小学教师TPACK各维度情况、教师TPACK不同变量的差异性数据。结合访谈，发现教师TK水平、教师教学经验、教师课堂教学设计、教师教学学术、职后培训是影响中小学教师TPACK发展的五大核心因素。基于《教育部关于实施全国中小学教师信息技术应用能力提升工程2.0的意见》的指导思想，重视发挥校长的信息化领导力、挖掘教师TPACK的个体生成力、发挥教师TPACK协同互助促进力、提升校本培训团队信息化指导力，是针对内蒙古中小学教师TPACK知识发展问题而提出的策略。更多还原

【Abstract】 A survey questionnaire was distributed to 1492 teachers from the eastern, central, and western parts of Inner Mongolia to obtain the first-hand data about the overall situation of TPACK among primary and secondary school teachers, the dimensions of TPACK among them. The differences in different variables of TPACK among the teachers were statistically analyzed. Combining interviews, we summarized five core influencing factors for the development of TPACK for primary and secondary school teachers: the TK level of teachers, teaching experience, the design of classroom teaching, the academic level of teachers, and in-service training. Strategies for the development of teacher TPACK have been proposed, which focus on leveraging the principal’s information leadership, tapping into the individual generative power of teacher TPACK, leveraging the collaborative and mutual assistance promotion of teacher TPACK, and enhancing the information guidance of school-based training teams.更多还原