现代教育技术
現代教育技術
현대교육기술
Modern Educational Technology
2013年
3期
5~9
,共null页
TPACK 整合技术的学科教学知识 教师知识基础 教师专业发展
TPACK 整閤技術的學科教學知識 教師知識基礎 教師專業髮展
TPACK 정합기술적학과교학지식 교사지식기출 교사전업발전
TPACK; technological pedagogical content knowledge; teachers' knowledge base; teachers' professional development
TPACK (Technological Pedagogical Content Knowledge,一般翻译为“整合技术的学科教学知识”)是教师专业化过程中出现的一个新概念,是教育信息化对教师知识提出的新要求。文章从教师知识基础研究的兴起与历程入手,首先分析了学科教学知识(PCK)向整合技术的学科教学知识(TPACK)的转变过程;其次阐述了TPACK的内涵与它所具有的综合性、情境性、实践性、缄默性、易变性五个方面的特征;最后,在上述分析的基础上,提出了观摩示范、案例研究、参与教学和交流讨论等多种有效促进TPACK发展的途径,以期对教师教育研究和实践有所启发。
TPACK (Technological Pedagogical Content Knowledge,一般翻譯為“整閤技術的學科教學知識”)是教師專業化過程中齣現的一箇新概唸,是教育信息化對教師知識提齣的新要求。文章從教師知識基礎研究的興起與歷程入手,首先分析瞭學科教學知識(PCK)嚮整閤技術的學科教學知識(TPACK)的轉變過程;其次闡述瞭TPACK的內涵與它所具有的綜閤性、情境性、實踐性、緘默性、易變性五箇方麵的特徵;最後,在上述分析的基礎上,提齣瞭觀摩示範、案例研究、參與教學和交流討論等多種有效促進TPACK髮展的途徑,以期對教師教育研究和實踐有所啟髮。
TPACK (Technological Pedagogical Content Knowledge,일반번역위“정합기술적학과교학지식”)시교사전업화과정중출현적일개신개념,시교육신식화대교사지식제출적신요구。문장종교사지식기출연구적흥기여역정입수,수선분석료학과교학지식(PCK)향정합기술적학과교학지식(TPACK)적전변과정;기차천술료TPACK적내함여타소구유적종합성、정경성、실천성、함묵성、역변성오개방면적특정;최후,재상술분석적기출상,제출료관마시범、안례연구、삼여교학화교류토론등다충유효촉진TPACK발전적도경,이기대교사교육연구화실천유소계발。
TPACK(Technological pedagogical content knowledge) is a new concept in teachers' specialization and a new requirement for teachers in educational informationalization as well. Beginning with the history of researches on teachers' knowledge, this paper analyzes the transformation process of Pedagogical Content Knowledge to Technological Pedagogical Content Knowledge. Then it illustrates the connotation of TPACK and its characteristics, that is, comprehensiveness, situationality, practicalness, tacitness, and changeability. Finally, the paper suggests several effective ways to develop teacher' TPACK, such as demonstrating and modeling, case studying, teaching practice, and discussion, which will illuminate the research and practice of teacher education.