摘要
整合技术的学科教学法知识(TPACK)的提出为信息时代的教师专业发展提供了重要的理论框架和方向。文章从框架的要素构成、内涵特点以及理论发展入手,详细阐述了TPACK的各种测评方法,并对各测评方法的优劣性进行了比较和评价,同时结合国内外研究,总结了多种TPACK的发展途径和模式。在此基础上提出国内未来的研究应该注重境脉化和本土化,注重从多视角进行大量的行动研究等,从而找到符合国内教育环境的新方向。
The notion of TPACK provides a significant theoretical basis and direction for the researches on the teachers' development in the information age. This paper starts with different definitions, theoretical development and interpretations of the concept TPACK and then offers an overview of the recent studies on the assessment and development of the TPACK by comparing and evaluating different methods of assessment and development. Finally, suggestions are given in the paper that the future research in China should be contextualized and localized with plenty of action research to be done with the aim of promoting other researches in the same field in China.
出处
《教师教育学报》
2016年第6期96-103,共8页
Journal of Teacher Education
基金
湖南省2014年教育厅教改项目“高校外语教师整合技术的学科教学知识(TPACK)发展研究”(湘教通〔2014〕247)
项目负责人:谭雪梅
关键词
整合技术的学科教学法知识
TPACK
测量
评价
发展模式
Integration of teachnical knowledge of the subject teaching
TPACK
measure
assessment
development patterns