TPACK下国际中文教师数字教学能力内在逻辑、问题审视与提升路径

Internal Logic,Problem Review and Improvement Path of Digital Teaching Ability for International Chinese Teachers under TPACK

提升国际中文教师数字教学能力是应对教育与技术变革,推进国际中文教育数字化转型的关键行动。TPACK的“意识观”“设计观”“协作观”和“境脉观”成为探寻国际中文教师数字教学能力的理论支撑。TPACK的整合性思维是国际中文教师数字教学能力的逻辑起点;设计化理路是国际中文教师数字教学能力的实践诉求;共同体主张是国际中文教师数字教学能力的技术回应;情境化表达是国际中文教师数字教学能力的本质归宿。当前,在观念与意识上,国际中文教师对数字教学能力的理解存在偏差;实践与设计上,技术与学科存在“两张皮”样态;共享与协作中,资源联结欠缺,协作空间狭窄;情境与发展上,中文学习者个性化数字支持不足。基于此,需要整合出发,重构国际中文教师数字教学理念体系;设计“知识”,变革国际中文教学课堂“微生态”;跨越边界,构建国际中文教师数字教学能力发展共同体;反思实践,赋能学习者数字中文个性化学习。

Improving the digital teaching ability of international Chinese teachers is the crucial action in response to educational and technological changes and promoting the digital transformation of international Chinese education.The view of consciousness,the view of design,the view of collaboration and the view of context have become the theoretical support for exploring the digital teaching ability of international Chinese teachers.The integrated thinking of TPACK is the logical starting point,the designoriented approach of TPACK is the practical demand,the community proposition of TPACK is the technical response,and the contextualized expression of TPACK is the essential destination of digital teaching ability for international Chinese teachers.At present,international Chinese teachers are having a misunderstanding to the concept of“digital teaching ability”in terms of consciousness;in practice and design,the technology and the discipline are not merged together very well;in sharing and collaboration,resource connectivity is lost,and collaboration space is narrow;in terms of context and development,personalized digital support is deficient for Chinese learners.Based on these problems,it is imperative to start from the integration:reconstructing the digital teaching concept system for international Chinese teachers;design“Knowledge”:transforming the“Microecology”of international Chinese teaching classroom;cross boundaries:building a community for the development of digital teaching ability among international Chinese teachers;reflect on practice:empowering the learners to study digital Chinese individually.