基于教学切片的教师TPACK课堂观察与诊断研究——以小学数学为例

Research on TPACK Classroom Observation and Diagnosis of Teachers Based on Teaching Section——A Case Study of Elementary Mathematics

TPACK是指教师胜任信息化教学所需要的知识基础。准确诊断教师TPACK水平对于促进教师自主反思和信息化专业发展具有重要意义。教学切片作为诊断教师TPACK的新方法,能够实现个体知识整合解构的可视化,亟待研究关注。研究以小学数学课为切入点,探索基于教学切片的学科教师TPACK观察与诊断路径。首先构建了数学教师TPACK课堂观察与诊断的分析框架,其次,以一名小学数学教师的信息化课堂为例进行视频观察和分析,对其TPACK的优势与不足做出诊断并提出了优化建议,以期为教师TPACK的反思与提升提供借鉴。

TPACK(Technological Pedagogical Content Knowledge)refers to the knowledge base required for teachers to be competent in ICT-based teaching.Accurate diagnosis of teachers1 TPACK level is of great significance for promoting teachers'self-reflection and informatization professional development.As a new method for diagnosing teachers1 TPACK,teaching section enables the visualization of individual knowledge integration deconstruction,which is in urgent need of research attention.This research explores a path of TPACK observation and diagnosis for subject teachers based on teaching slices,using an elementary school mathematics class as an entry point.Firstly,this study constructed an analytical framework for TPACK classroom observation and diagnosis of mathematics teachers,secondly,a primary school mathematics teacher's informational classroom was used as an example for video observation and analysis to make a diagnosis of its strengths and weaknesses of TPACK and put forward suggestions for optimization,with a view to providing references for teachers1 reflection and improvement of TPACK.