教师TPACK发展的心理动力分析

A Psychodynamic Analysis on Teachers' TPACK Development in MOOCs

近年来随着大量信息技术被引入教育领域,教师掌握及应用相关技术知识的研究成为热点。整合技术的学科教学知识就是在此情境下产生的教师知识研究概念。MOOC的兴起,吸引了国内一批高校积极投入这场教育浪潮中,其独特的课程环境为教师整合技术的学科教学知识发展提供了难得的契机。以此为背景,本文采用质性研究方法,对某大学参与MOOC的三位教师进行了深度访谈,运用勒温的心理动力理论进行深入分析,构建了教师TPACK发展的心理动力模型,同时对心理空间各维度的重要因素进行提取和阐释,并结合案例说明各要素在TAPCK发展不同阶段发挥作用的程度,最后提出促进教师TAPCK发展的建议。

In recent years,with the introduction of various educational technologies,teachers＇ mastery and application of technology knowledge have become a research hotspot.Technological Pedagogical Content Knowledge（TPACK）,which concern about teacher＇ s knowledge type,emerge in this context.MOOC（massive open online course）,which rose in 2012,has grown rapidly and its unique learning environment provides a great opportunity for teachers to develop TPACK.This paper adopted a qualitative research method.Based on the case studies of three teachers ＇ individual developing process and the dynamic mechanisms of their life spaces,the authors analyzed the vital factors that influence teachers ＇ development of TPACK in MOOCs.These factors are divided into individual internal and external dimensions.For the factors that influence teachers＇ development of TPACK,this paper is to research on the extent of these factors＇ roles in different stages of TPACK,and puts forward suggestions to promote teachers＇ development of TPACK based on the research conclusions.