技术整合理论何以引领教学创新——HPC理论赋能教学的审思

How Does Technology Integration Theory Guide Teaching Innovation?A Reflection on the HPC Theory's Support of“High Possibility” Teaching

教育实践者亲身经历了信息技术在改变和重塑的教育过程中发挥的重要作用。信息技术支持下的教学中,如何教、教什么,如何看待学生的学习以及学生如何学习,均要求教师重新审视技术与课堂整合的核心思想——技术整合理论。高可能性教学(High Possibility Classrooms,HPC)技术整合理论是为解释TPACK理论中实践性知识(Action Knowledge,AK)基础之上发展而来的新型理论,具有五个概念(理论、创造力、公共学习、未来准备、环境调整)和22种具体的教学策略。HPC技术整合理论支持的教学,在促进师生创造思维提升、教师身份认知重构、技术应用焦点转移、教育理论现场实践上具有积极的意义,也为引领教学创新提供了理论支撑、指导路径和长期目标,为促进教师发展贡献了重要力量。

Educational practitioners have recognized the important role of information technology in the process of changing and reshaping education.In daily teaching,supported by information technology,the questions as to how to teach,what to teach,how to treat students daily learning activities and how to learn require teachers to re-examine the core idea of technology and classroom integration which is under the focus of the technology integration theory.The High Possibility Classes(HPC)is a new theory in the technology integration theory,which is developed to explain the development of the action knowledge(AK)in TPACK.HPC has five core concepts(theory,creativity,public learning,life preparation,contextual accommodations)and 22 specific teaching strategies.The type of teaching supported by HPC technology integration theory has positive significance in promoting creative thinking,reconstructing teachers identity cognition,transferring technology focus,and applying the educational theory in the classroom.It also provides theoretical support,guidance and long-term goals for helping teachers make teaching innovations,and contributes to their professional development.