教师TPACK国内外研究现状及反思

The Current Situation of Domestic and Foreign Studies on Teachers' TPACK and the Reflections

米什拉和科勒通过研究学科教学知识(PCK),整理出整合技术的学科教学知识(TPACK)这一理论框架。本文通过研究发现,国外对于TPACK的研究在其深度和广度上都有一定的发展,国内则主要集中于TPACK的理论介绍、职前师范生TPACK培养、在职教师TPACK发展、TPACK与具体学科结合等四个方面,取得了一定的成果,也存在着一定的问题,有待后期研究者进行进一步思考。

By studying pedagogical content knowledge （PCK）, Mishra and Koehler summarized the theoretical framework of technological pedagogical content knowledge （TPACK）. Through studies, the writer found that foreign studies on TPACK have achieved certain development in its depth and breadth, while domestic studies mainly focus on the introduction of TPACK theory, the cultivation of pre-service teachers＇ TPACK, the de- velopment of in-service teachers＇ TPACK, and the combination of TPACK and specific disciplines, having achieved certain results, but encountered some problems, so further reflections should be made by subsequent researchers.