CAJ | 학술논문

边疆少数民族地区的教师专业发展亟需提高，TPACK为教师专业发展提供了新的框架。该文基于跨越式课题，设计了教师TPACK专业发展混合式培训和指导方案，采用面对面培训和基于网络的研修方式，通过三年的项目实施，从教师的课堂教学效率、信息化教学设计能力、教研能力、学生测评以及教师科研能力等方面进行了分析，发现跨越式课题在促进边疆少数民族地区教师TPACK教师专业发展方面具有良好的效果。
변강소수민족지구적교사전업발전극수제고，TPACK위교사전업발전제공료신적광가。해문기우과월식과제，설계료교사TPACK전업발전혼합식배훈화지도방안，채용면대면배훈화기우망락적연수방식，통과삼년적항목실시，종교사적과당교학효솔、신식화교학설계능력、교연능력、학생측평이급교사과연능력등방면진행료분석，발현과월식과제재촉진변강소수민족지구교사TPACK교사전업발전방면구유량호적효과。
The teachers' professional development in the frontier minority areas needs to improve immediately, TPACK offers a new framework for teachers' professional development. Based on the Frog-leaping Project, this paper designed a hybrid training and guidance plan with face to face training mode and based on Internet. Through three years implementation of this project, researchers collected data and analyzed data from the teaching efifciency, instructional design ability, instructional research ability, evaluation of students and teachers' scientiifc research ability, and so on. Researchers found that there had a good effect of the Frog-leaping Project in promoting teachers’ professional development in the frontier minority areas.