活动理论视角下师范生TPACK协同培养机制构建研究——以韶关学院为例

Research on TPACK Cooperative Training Mechanism of Normal University Students from the Perspective of Activity Theory--Taking Shaoguan University as an Example

师范生TPACK是主动回应信息化社会的一种师范生综合素养培养框架。以往的师范生TPACK培养模式存在相互隔离的困境,尤其体现在理论课程分类过细,授课师资单一和学科课程与活动课程脱节三个方面。以活动理论为视角,透视师范生TPACK协同培养系统六个要素(主体、客体、共同体、工具、规则、分工)基础上,尝试构建包含沟通—协作—生产—消费四个阶段的师范生TPACK协同培养运行机制,具体包括沟通阶段:充分协商,达成共识;协作阶段:分工合作,模糊边界;生产阶段:目标导向,关注成效;消费阶段:反思复盘,循证评价。

TPACK is a comprehensive literacy framework for normal university students to actively respond to the information society.The previous TPACK training model for normal university students has been isolated from each other,which is especially reflected in three aspects:curriculum classification,single teaching faculty and disconnection between subject curriculum and activity curriculum.From the perspective of activity theory,six elements(subject,object,community,tools,rules and division of labor)of TPACK cooperative training system for normal university students are analyzed,trying to build the operating mechanism of TPACK cooperative cultivation for normal university students,which includes four stages:communication,cooperation,production and consumption.It includes the communication stage:full consultation,to reach consensus;cooperation stage:division of labor and cooperation,fuzzy boundary;production stage:goal-oriented,focus on results;consumption stage:reflection review,evidence-based evaluation.