远程教育杂志
遠程教育雜誌
원정교육잡지
Distance Education Journal
2015年
3期
95~102
,共null页
融合技术的学科教学知识（TPACK） 教师知识 发展机制 培养路径
融閤技術的學科教學知識（TPACK） 教師知識 髮展機製 培養路徑
융합기술적학과교학지식（TPACK） 교사지식 발전궤제 배양로경
TPACK; Teachers＇ knowledge; Development mechanism; Cultivation path
深入分析TPACK发展机制是优化教师TPACK培养途径的前提,因此,从个体认知、社会建构以及＂涌现观＂三个维度剖析了TPACK发展机制：个体认知维度下TPACK发展注重经验积累与概念转化;社会建构维度则认为其实质是教师在社会中介支持下群体性知识的协商与建构;＂涌现观＂则强调教师技术学习的认知性、社会性和身份认同的＂三位一体＂发展。教师TPACK的多元化培养路径框架由此提出：在专业学习中,通过案例教学、脚手架支持和任务设计,创设真实境脉以支持TPACK个体认知;在同伴互助中,通过协作课例研究与网络协同研修,形成实践共同体以促进TPACK的社会建构;在自主发展中,通过教育叙事、自我评价和行动研究,实现深度反思以激发TPACK元认知。其旨在将教师的专业学习、同伴互助、自主发展统整起来,为教师TPACK培养提供理论依据和实践参考。
深入分析TPACK髮展機製是優化教師TPACK培養途徑的前提,因此,從箇體認知、社會建構以及＂湧現觀＂三箇維度剖析瞭TPACK髮展機製：箇體認知維度下TPACK髮展註重經驗積纍與概唸轉化;社會建構維度則認為其實質是教師在社會中介支持下群體性知識的協商與建構;＂湧現觀＂則彊調教師技術學習的認知性、社會性和身份認同的＂三位一體＂髮展。教師TPACK的多元化培養路徑框架由此提齣：在專業學習中,通過案例教學、腳手架支持和任務設計,創設真實境脈以支持TPACK箇體認知;在同伴互助中,通過協作課例研究與網絡協同研脩,形成實踐共同體以促進TPACK的社會建構;在自主髮展中,通過教育敘事、自我評價和行動研究,實現深度反思以激髮TPACK元認知。其旨在將教師的專業學習、同伴互助、自主髮展統整起來,為教師TPACK培養提供理論依據和實踐參攷。
심입분석TPACK발전궤제시우화교사TPACK배양도경적전제,인차,종개체인지、사회건구이급＂용현관＂삼개유도부석료TPACK발전궤제：개체인지유도하TPACK발전주중경험적루여개념전화;사회건구유도칙인위기실질시교사재사회중개지지하군체성지식적협상여건구;＂용현관＂칙강조교사기술학습적인지성、사회성화신빈인동적＂삼위일체＂발전。교사TPACK적다원화배양로경광가유차제출：재전업학습중,통과안례교학、각수가지지화임무설계,창설진실경맥이지지TPACK개체인지;재동반호조중,통과협작과례연구여망락협동연수,형성실천공동체이촉진TPACK적사회건구;재자주발전중,통과교육서사、자아평개화행동연구,실현심도반사이격발TPACK원인지。기지재장교사적전업학습、동반호조、자주발전통정기래,위교사TPACK배양제공이론의거화실천삼고。
To explore the development mechanism of TPACK is the prereguisite cultivation path of optimizing TPACK. The paper analyzes TPACK developing mechanism from three dimensions. From the perspective of individual cognition, TPACK develop-ment means experience accumulation and concept transformation in nature. From social constructivism perspective, it means the nego-tiation and construction of teachers＇ group knowledge supported by social mediation. From emergent perspective, it emphasizes the combination of cognition, sociality and identity in technological learning. Based on this, a framework of diversified TPACK cultivation path is proposed. In professional learning, an authentic context is created to support TPACK ＇s individual cognition by means of case teaching, scaffolding support and task design. In peer coaching, a community of practice is built by means of on-line and off-line col-laborative lesson study to prompt TPACK ＇s social construction. In self-directed development, through educational narrative, self-as-sessment and action research, teachers can prompt deep reflection to stimulate TPACK ＇s metacognition. By combining the way of professional learning, peer-coaching and self-directed development, the study aims to provide a theoretical basis and practical reference for the cultivation of teachers＇ TPACK.
