整合技术的学科教学法知识(TPACK)研究的现状和发展趋势被引量：55

Status Quo and Development Trend of TPACK

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摘要整合技术的学科教学法知识(TPACK)是教师将技术有效整合到课堂中所必备的一种知识框架。通过对2005—2011年出版的55篇英文文献(包括一本书中的一个章节)和23篇中文文献的系统化梳理,发现目前对整合技术的学科教学法知识(TPACK)和技术知识(TK)的理解存在不同观点;不同观点的应用带来了不同的TPACK测量和评估方式;学科领域中的TPACK研究较少;教师TPACK和教师教学信念、技术信念相互作用且共同影响教师是否用技术来教学;积极参与设计、实施技术整合的课程是教师TPACK发展中非常有发展前景的策略,最后展望了TPACK的未来发展方向。 Technological Pedagogical Content Knowledge（TPACK） has been introduced as a knowledge framework required by teachers for technology integration in their teaching.After a review of 55 peer-reviewed English journal articles（including a chapter in one book） and 24 Chinese journal articles published between 2005 and 2011,it is found that there are different understandings between TPACK and technological knowledge（TK）,that applications of these different ideas influence the way TPACK is measured,that there is few research on TPACK in academic field,that the complex interplay of TPACK,teaching beliefs and technology beliefs may decide whether teachers integrate technology in their teaching,that active involvement in（re）designing and implementing technology-integrated courses is a promising strategy for the development of TPACK in teachers.Future directions for research are also discussed.

作者吴焕庆丁杰余胜泉

机构地区北京师范大学现代教育技术研究所曲阜师范大学信息技术与传播学院江苏师范大学教育科学学院

出处《远程教育杂志》 CSSCI 2012年第6期94-99,共6页 Journal of Distance Education

基金教育科学规划国家级课题"基于网络环境的基础教育跨越式创新探索试验发展"(编号:BCA030017)的系列研究成果之一

关键词整合技术的学科教学法知识(TPACK) 教师教育 TPACK发展信息技术与课程整合教师教学评价 Technological Pedagogical Content Knowledge（TPACK） Teachers＇ education Development Integration of information technology and curriculum Teachers＇ teaching evaluation

分类号 G434 [文化科学—教育技术学]

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