“设计学习”促进师范生TPACK发展的实证研究

Practical Research of Pre-service Teachers’ TPACK Development Based on Design-based Learning

"设计学习"促进师范生TPACK发展是信息化社会教师教育的研究热点问题。已有实证研究只是采取单组实验,通过对师范生实验前后TPACK水平测量来检验"设计学习"的教学有效性,较少关注基于"设计学习"的教学效果与其他形式的教学效果是否存在差异。对此,该文选取S大学师范生教师教育类课程,开展分组教学实验,对比研究基于"设计学习"的教学和教师讲授为主的教学在促进师范生TPACK发展方面的教学效果,以进一步检验基于"设计学习"的教学促进师范生TPACK发展的有效性。实验组37名和对照组47名师范生实验前后TPACK水平测量数据显示,在教学环境、教学内容和师范生TPACK初始水平相近的情况下,基于"设计学习"的教学有更好的教学效果。

Applying Design-based Learning(DBL) to develop the pre-service teachers’ TPACK is one of the hotspots of teacher education in the information society. The existing research has proved that DBL can promote the development of pre-service teachers’ TPACK. However, there are few studies have focused on whether the instruction based on DBL is different from other forms of instruction. Therefore, the paper organizes instructional group experiments based on the pre-service teachers’ curriculum of teacher education in S University to compare the effect of pre-service teachers’ TPACK development between DBL instruction and traditional instruction, in order to test the promoting effect of pre-service teachers’ TPACK development based on DBL. The difference analysis results of TPACK level measurement between 37 experimental group members and 47 control group members show that DBL instruction has better effects than traditional instruction under the conditions of similar instruction environment,contents and initial level of pre-service teachers’ TPACK.