三重视角下融合技术的学科教学知识之内涵与特征

Connotations and Features of TPACK from Three Different Perspectives

TPACK(融合技术的学科教学知识)是信息时代全新的教师知识框架,对于理解信息化教学诉求之下的教师知识发展具有重要的意义。TPACK的知识内涵与特征,亟待更加丰富而深入的阐释。通过文献分析,首次提出了理解TPACK内涵的三重视角:在跨学科视角下,TPACK是教师对跨学科认知方式与信息技术的交互所做出的明智设计和无缝衔接;在解构视角下,TPACK是教师对信息技术与特定学科(或主题)活动和特定主题表征之间的有机融合;在纵深视角下,TPACK是教师采纳技术并使之融入学科教学的多方面进阶与渐进式改变。据此,进一步阐述了TPACK的特征为融合转化性、复杂多面性、动态层级性、实践生成性和个人创造性。

TPACK （Technological Pedagogical and Content Knowledge） provides a newly framework of teachers ’ knowledge in information era, making a significant sense to understand how to develop teachers ’ knowledge in the environment of information technology-based instruction. The connotations and features of TPACK urgently need to be addressed in a rich and deep way. Through literature analysis, connotations of TPACK from three different perspectives are proposed： from the trans-disciplinary perspective, TPACK means teachers wisely design and seamlessly combine the interaction of trans-disciplinary cognition and information technology;from the deconstruction perspective, TPACK means teachers well integrate information technology with subject （or topic ） specific activities and topic-specific representations; from the vertical perspective, TPACK means teachers adopt technology integrated into instruction in a way of multi-facets and gradual transformation. Furthermore, TPACK features are outlined, including the characteristics of integration and transformation, multi-facet and complexity, dynamic gradation, practical generation, and personal creation.