产教融合背景下基于TMACK的教师知识结构和教学推理

Teacher Knowledge Framework and Pedagogical Reasoning Based on TMACK in Industry-Education Integration

当前高校产教融合教学存在产业和教学硬性拼接、教学开展深度依赖企业、教师在产业情境中教学能力不足等问题,未能做到教学链、产业链和技术链的深度融合。在推进信息智能技术与教师发展融合、提升教师智能教育素养的背景下,构建产教融合教学中教师知识结构框架和探索产教融合教学推理路径显得尤为必要。本文以整合技术的学科教学法知识(TPACK)为基础,构建整合技术的产业教学方法及内容知识(TMACK)教师知识结构框架,分析了内容知识域、技术知识域和方法知识域的要素构成和相互耦合关系,并基于此给出了知识耦合发生在内容准备阶段、表征阶段和方法选择阶段的三种不同的教学推理路径。文章拓展了产教融合教学所必需的教师知识结构,给出了合理的产教融合教学设计路径,为提升教师的产教融合教学素养、提升教育质量提供了新的思路。

Currently,the integration of industry and education in universities faces issues such as rigid splicing of industry and teaching,deep dependence of teaching on enterprises,and insufficient ability of teachers in industrial situational teaching.It has not achieved deep integration of the teaching chain,industrial chain,and technology chain.In the context of promoting the integration of intelligence technology and teacher development,it is particularly necessary to construct a new teacher knowledge structure integrating industry and education,and explore the reasoning path of teaching in the industrial situation.This article is based on the Technological Pedagogical Content Knowledge(TPACK),constructs the Technological Methodological Content Knowledge(TMACK)framework,and analyzes the element composition and mutual coupling relationship of the content knowledge domain,technology knowledge domain,and methodological knowledge domain.Three different teaching reasoning paths where knowledge coupling occurs in the content preparation stage,representation stage,and method selection stage are given.The article expands the teacher knowledge structure for the integration of industry and education,and provides a reasonable design path for the integration of industry and education.This article provides new ideas on how to improve the teacher's literacy of teaching in industrial cooperation.