TPACK框架下《高级英语》课程微群与课堂混合教学的行动研究被引量：25

Action Research on the Blended Teaching between Weibo Group and Classroom Teaching of the Integrated English under TPACK Framework

原文传递

导出

摘要基于TPACK框架,本文利用微群与课堂混合教学的方式对英语师范生《高级英语》课程进行三轮教学改革的行动研究。结果发现两个主要功能:1课堂与微群整合的方式能有效提升师范生的学习兴趣,在丰富知识的同时增加技能;2用TPACK框架构建师范生的课程可以同时传授和练习学科知识、教学法知识和网络技术知识。研究也发现一些亟待解决的问题:亟需第三方软件帮助实现教师对学生网络学习实效性的监测;微群与课堂的教学功能需要合理区分以有助于提升课程整体效果。 On the basis of TPACK framework,this study through an action research blended Weibo group into classroom teaching. Data show two major functions that 1blending Weibo group into classroom teaching can motivate students＇ interests,and at the same time increase their knowledge and strengthen their e-learning skills; 2 TPACK framework is suitable to design a course which can help English education majors learn and practice content,pedagogic and technologic knowledge simultaneously. Two suggestions are provided that 1third party software is needed to enable teachers to monitor learners＇ e-learning efficiency; 2the educational functions of Weibo group and classroom teaching should be differentiated rationally so as to increase the effects of the blended teaching.

作者钟维

机构地区云南师范大学外国语学院

出处《外语电化教学》 CSSCI 北大核心 2014年第5期22-27,共6页 Technology Enhanced Foreign Language Education

关键词 TPACK 微群混合教学《高级英语》 TPACK Weibo Group Blended Teaching Integrated English

分类号 H319.3 [语言文字—英语]

引文网络
相关文献

参考文献33

1Cavin, R. & Ferndndez M. Developing technological pedagogical content knowledge in preservice teachers through microteaching lesson study. Paper presented at Proceedings of Society for Information Technology & Teacher Education International Conference. [ R]. Chesapeake, VA:AACE, 2007.
2Doering, A., Scharber, S. & Miller, C. GeoThentic: designing and assessing with technology, pedagogy, and content knowledge [ J ]. Contemporary Issues in Technology and Teacher Education, 2009a (3).
3Doering, A., Veletsianos, G., Scharber, C. & Miller,C. Using the Technological Pedagogical, and Content Knowledge Framework to design online learning environments and professional development [ J ]. Journal of Educational Computing Research, 2009b ( 3 ).
4Harris, J. & Hofer, M. Instructional planning activity types as vehicles for curriculum-based TPACK development [ J ]. Research Highlights in technology and teacher education, 2009.
5Koehler, M. J. & Mishra, P. What happens when teachers design educational technology? The development of technological pedagogical content knowledge [ J ]. Journal of Educational Computing Research, 2005 a ( 2 ).
6Koehler, M. J. & Mishra, P. Teachers Learning Technology by Design [J ]. Journal of computing in teacher education, 2005 b (3).
7Pierson, M. Teacher candidates reflect together on their own development of TPCK: edited teaching videos as data for inquiry. Paper presented at Proceedings of Society for Information Technology & Teacher Education International Conference [ R]. Chesapeake, VA: AACE, 2008.
8Schmidt, D. A., et al. & T. S. Shin. Technological pedagogical content knowledge (TPACK) : The development and validation of an assessment instrument for preservice teachers [ J ]. Journal of Research on Technology in Education, 2009a (2).
9Schmidt, D. A. , et al. & T. S. Shin. Survey of preservice teachers' knowledge of teaching and technology [ OL ]. < http ://mkoehler. educ. msu. edu/unprotected_readings/ TPACK_Survey/Schmidt et al Survey_vl. pdf >. 2009b.
10陈静.整合技术的学科教学法知识视阈下教师的教育技术能力培养[J].电化教育研究,2009,30(6):29-32. 被引量：55