TPACK框架下的网络协作校本培训研究

Research on School-based Collaborative Online Training under TPACK Frame

从TPACK基本理论出发,着眼于TPACK融入到校本培训,分析了校本培训过程和内容,通过协作建构促进教师专业发展。提出在网络平台下把培训内容转换为在线任务,学习共同体以任务驱动的方式协作构建TPACK知识。为降低应用信息技术的门槛,提出任务模板生成在线任务的方法。参训学员利用一对多即时交流发起培训,依靠任务交互形成协作培训的境脉,管理者设置发送到参训学员的强制性任务最后完成时间,来到达控制培训过程的目的。在网络培训中,从任务选择、个人知识建构和任务提交三个阶段解析了参训学员的个人网络学习行为;根据六度分隔理论,进一步阐释学习共同体的知识协作架构分为自主学习、串行协作、并行协作、优化协作和知识分享五种状态,探索出兼顾情感表达的TPACK教师发展途径。

This paper focuses on integrating TPACK into school-based training to promote teachers ’ professional development by collaborative knowledge-building. According to TPACK theory, the procedure and content of school-based training are analyzed. It is proposed that training content can be transferred to online task, which makes the learning community easier to build TPACK knowledge by task-driven means. In order to lower the difficulty of applying information technology, the method of generating online tasks based on templates is advanced. After the participants launch school-based training by means of＆quot;one-to-many＆quot;real time com-munication, which generates context of collaborative training, the administrator can set deadline in compulsive tasks sent to partici-pants to control training schedule. Learning behaviors of the participants are demonstrated in three phases such as task selection, in-dividual knowledge-building, and task submission. According to the theory of six degrees of separation, five states listed as au-tonomous learning, serial collaboration, parallel collaboration, optimized collaboration and knowledge sharing during collaborative knowledge-building in learning community are illuminated to explore teachers ’ TPACK development with their emotional expression.