整合技术的学科教学法知识的内涵及其研究现状简述

“整合技术的学科教学法知识”,即TPACK（Technological Pedagogical Content Knowledge）自2005年明确提出以来,在国外受到了教育技术、教师教育、学科教学等领域研究者的广泛关注。而在我国,TPACK尚处于初步引介的阶段。截至2010年5月,国内只有少量文献对TPACK的定义及国外研究做了较为详细深入的论述。鉴于TPACK本身仍是处于发展中的新兴事物,从TPACK概念的演变、发展入手,简要介绍了当前教师教育、学科教学领域内的TPACK相关研究,力求展现一个较为完整、全面的TPACK概念及其研究现状。     

TPACK:信息时代教师专业化的知识基础

TPACK(Technological Pedagogical Content Knowledge,一般翻译为"整合技术的学科教学知识")是教师专业化过程中出现的一个新概念,是教育信息化对教师知识提出的新要求。文章从教师知识基础研究的兴起与历程入手,首先分析了学科教学知识(PCK)向整合技术的学科教学知识(TPACK)的转变过程;其次阐述了TPACK的内涵与它所具有的综合性、情境性、实践性、缄默性、易变性五个方面的特征;最后,在上述分析的基础上,提出了观摩示范、案例研究、参与教学和交流讨论等多种有效促进TPACK发展的途径,以期对教师教育研究和实践有所启发。     

TPACK理念下O2O微课课堂教学模式构建

文章在TPACK(Technological Pedagogical Content Knowledge,技术-教学法-内容-知识)理念的引导下,提出了实现O2O(Online and Offline,线上和线下)复合式学习的O2O微课,构建了O2O微课课堂教学模式。文章指出,新媒体技术的嵌入实现了技术与教学的相互融合,打造了双主体课堂,并为学生建设了以个人兴趣和问题解决为中心的个性化知识结构。     

基于TPACK理论架构对初中地理等高线教学的教改与创新

随着科学技术的发展,TPACK(Technological Pedagogical Content Knowledge,整合技术的学科教学知识,简称TPACK)是现代基础教育改革的一个趋势,已经成为各国发展教育的重点。本文在TPACK理论内涵研究的基础上,设计一个初中地理等高线教学实例,以期对初中地理等高线教学提供建议,也为后期TPACK实证研究提供参考。     

TPACK视域下的高职英语教学技能优化探讨

TPACK是Technological Pedagogical Content Knowledge的缩写,即整合技术的学科教学知识,其有利于提高教师掌握和运用信息技术的能力,也是未来教师必备的能力之一.文章通过三个阶段,即场景还原实验、班级竞赛与英语小实验、英语知识学习与实验探究TPACK视域下的高职英语教学技能优化策...     

职前教师TPCLK调查与多元化培养策略*CSSCI

TPACK是衡量教师信息化教学能力的重要指标。当前关于TPACK的研究已逐渐从一般学科拓展到具体学科。TPCLK(Technological Pedagogical Chinese Language Knowledge)是基于TPACK建立的针对汉语专业教师的量表。利用TPCLK对某师范院校261名汉语职前教师的调查分析发现,汉语职前教师TPCLK水平较低,需要加强信息技术培训,促进其与学科教学法知识的整合;而职前参与教学实践,会对教师学科内容知识(CK)、教学法知识(PK)、技术知识(TCK)等有所帮助,但却无法提升他们的技术教学法知识(TPK)以及整合技术的学科教学法内容知识(TPCK)。培养单位应重视ICT对基础教育产生的"革命性影响",将信息化教学能力培养纳入特定学科的职前教师培养课程体系,加强信息技术与学科整合的理念与方法学习,切实提升他们利用信息技术变革学科教学的能力基础。同时,培养单位还应重视实习环节的规划,为职前教师提供更大的空间将理论与实践结合。     

有效利用“PCK”,提高学生英语学习兴趣

PCK(Pedagogical Content Knowledge)是指学科教学知识,它包含了学科知识、一般教学法知识、关于学生的知识和教育情境知识。教师在课堂教学中有效运用"PCK"可以激发学生的学习兴趣,提高教学质量,促进学生学习和思维方式的转变。     

慕课教学能促进高校教师TPACK发展吗?

基于整合技术的学科教学知识(Technological Pedagogical Content Knowledge,TPACK)的研究现状分析,文章首先对TPACK要素进行了界定。随后,文章对4名高校英语教师在参与慕课教学过程中TPACK的发展进行了实证研究,结果发现:4名教师的TPACK各要素均得到了不同程度的发展,其中发展最明显的TPACK要素是整合技术的教学策略知识、整合技术的评估知识,其次是有关学生的知识和课程知识,发展最不易的是整合技术的学科教学统领观念。基于此结论,文章针对高校教师TPACK的持续发展提出了相关建议,以期助力高校教师有效整合信息技术,推进高校教学方式和教学观念的转型。     

语文教师PCK的内部要素及其动态关联分析

<正>一、PCK的内涵及特征PCK(Pedagogical Content Knowledge)这个概念是美国著名教育家舒尔曼1986年提出的,定义为"教师个人教学经验、教师学科内容知识和教育学的特殊整合",他还把PCK描述为"教师最有用的知识代表形式"。有人译作"学科教学知识"学科内容知识"教学内容知识",也有人译为"教师知识"教学知识"等等。此概念提出之后,得到了不少研究者的响应。     

TPACK视角下教育硕士的知识结构： 现状、来源与培养路径 ——以H大学为例

“互联网+教育”时代需要具有高水平信息技术应用能力的教师。教育硕士的信息素养对提升我国教育信息化应用水平至关重要。采用改编过的《职前教师的教学与技术知识调查问卷》,分析了案例高校263名教育硕士毕业生整合技术的学科教学知识（Technological Pedagogical Content Knowledge,简称TPACK）结构现状与知识来源。研究发现：案例高校教育硕士毕业生TPACK水平整体良好;其知识来源广泛,培养路径多元;人口学背景对培养质量存在影响。建议应严把招生质量关,深入推进课程改革,重视TPACK水平整体提升,促进教育硕士生培养的内涵式发展。     

Editorial: Special Issue (SI): International Conference on Science Education (ICSE)

In the context of science education globalization, the International Conference on Science Education was held in Nanjing, China, in October 2012. The purpose of this conference was to provide a forum for science education researchers from China and from the rest of the world to exchange research ideas and best practices in science education. A call for papers for a special issue of the Journal of Science Education and Technology was made to all conference participants, and a set of six articles was resulted from a standard peer review process. This set of six articles provides a snapshot of research in China and in some other countries, and represents a dialogue between Chinese science education researchers and science education researchers from other countries. We call for more exchange and collaboration in science education between China and the rest of the world.     

我国科学教育急需厘清的几个关系

我国科学教育发展历史虽然已历经百年，但至今仍存在不少问题。要在新时期解决科学教育中的诸多问题，必须厘清科学教育中的几个关系性问题：第一，科学与科学教育之间的关系，科学与科学教育分属两个范畴但又相互关联；第二，科学方法与科学教育方法之关系，科学方法是科学研究者做科学之方法，科学教育方法则是指导学生学习科学之方法；第三，科学知识与科学素养之关系，科学素养是科学教育追求之目标，科学知识是其不可或缺的重要内容；第四，科学教育与技术教育之间的关系，随着科学与技术之间相互作用的增强，科学与技术在教育中逐渐走向融合，但现时期科学教育与技术教育仍具有不同的内涵。     

Quasi-appropriation of dialectical materialism: a critical reading of Marxism in Vygotskian approaches to cultural studies in science education

In this review essay we examine five categories of dialectical materialism proposed by Paulo Lima Junior, Fernanda Ostermann, and Flavia Rezende in their study of the extent to which the articles published in Cultural Studies of Science Education, that use a Vygotskian approach, are committed to Marxism/dialectical materialism. By closely examining these categories (“thesis, antithesis and synthesis,” “unity of analysis,” “History,” “revolution,” “materialism”) we expect to enrich the general discussion about the possible contributions of Marxism to science education. We perceive part of science education practice as orientating toward positivism, which reduces human beings—teachers, learners and researchers—to isolated individuals who construct knowledge by themselves. The very same approach aggravates the inner contradiction of the capitalist society demanding commitments from researchers to continually build innovative science education from human praxis. Nevertheless, it is necessary to situate ourselves beyond a formal commitment with dialectical materialism and hence reach the heart of this method. Besides understanding the researchers’ commitments, we question the extent to which the respective research helps to radically refresh the current view on science, science education practice, and research in science education.     

中国科学技术教育史研究百年历程及反思

科学技术教育史研究在中国一直没有引起教育史界的充分重视,长期以来,科技教育史的发展在科技史学科中获得了比在教育史学科中更重要的地位。教育史学界对科技教育史研究的讨论把科技史局限在学校范围之内,对于广泛的职官科技教育、艺徒训练以及私学、家学中的科技教育研究薄弱。回顾科技教育史研究百年来在中国的发展状况,对教育史研究和科技教育史研究中存在的问题进行反思,应该扩大教育史学科的研究范围,使教育史研究突破狭隘学校教育观的束缚,寻找典型性和普遍性相结合的历史研究方式。     

The Name of the Rose: A Path to Discuss the Birth of Modern Science

Various science education researchers believe that science tuition should include some discussion about how science has developed over time. Therefore, deliberations about the nature of science should be integrated in the science curriculum. Many researchers argue that teaching the history of science is a good way to place the nature of science in science classes. This paper contributes to this debate and argues the importance of having young students study the birth of modern science. Such study could allow students to understand that some of the issues about the nature of science arose in the seventeenth century with the birth of modern science. To achieve this purpose, it is important to discuss the different factors that immersed the birth of modern science. To accomplish this goal, the novel The Name of the Rose by Umberto Eco may be used. Beyond introducing issues surrounding the nature of science, this strategy could help overcome the separation between the arts and humanities in education.     

促进科学学习的“工作记忆”

工作记忆作为直接影响人类完成高级认知活动的重要因素而受到研究者的广泛关注,科学教育与工作记忆有着密切的关系。工作记忆容量的大小影响着学习者科学学习的发展与效果,主要表现在学习者科学学习态度的培养,科学理解与科学思维的发展等,并且随着学习者特质的不同,工作记忆容量的大小也有所差异。在科学教育中,教师可以通过改变教学方式扩大学生的工作记忆容量,通过对科学的理解促进他们在科学学习中的发展。     

English for Scientific Purposes (EScP): Technology,Trends, and Future Challenges for Science Education

To date, the concept of English for Specific Purposes has brought about a great impact on English language learning across various disciplines, including those in science education. Hence, this review paper aimed to address current English language learning in the science disciplines through the practice of computer-assisted language learning to identify the use of learning technologies in science-based literacy. In the literature review, the researchers found that science-based literacy instruction shares many pedagogical aims with English language teaching in terms of reading, writing, listening and speaking, allowing it to be classified as English for Scientific Purposes (EScP). To answer the research questions, the researchers conducted the survey by extracting related articles and teaching examples from the Web of Science. In the search procedure, the researchers used the keywords science OR scientific AND technolog* OR comput* in ten selected journals of social science citation index. Only articles which are specified as journal articles rather than other document types were included. After compiling the corpora, the researchers compared the trends, methodologies and results of EScP instruction in science education. The implications of this study include the opportunities, advantages and challenges for EScP instruction in science education to further develop better educational approaches, adopt new technologies, as well as offer some directions for researchers to conduct future studies.     

Science Education Research Trends in Latin America

The purpose of this study was to survey and report on the empirical literature at the intersection of science education research in Latin American and previous studies addressing international research trends in this field. Reports on international trends in science education research indicate that authors from English-speaking countries are major contributors of publications. Despite the internationalization of the science education community, as represented by the publication of the work generated in non-English-speaking countries, research trends in science education in Latin America are uncommon in the literature. Therefore, it was deemed important to explore the scholarly productivity of science education researchers from Latin America to learn about the research orientations pursued by scholars from this region. Collective review findings are presented with respect to author’s nationality, publication volume generated in each country, research type and topic, collaborative research, and areas for future research. Of the ten countries represented in this study, Brazilian authors were the most research active scholars followed by their colleagues from Venezuela, Mexico, and Argentina. The History, Philosophy and the Nature of Science (HPNOS) was the topic that most attracted the interest of Latin American science education researchers, and the Empirical Qualitative studies was the most frequent research type combination in the analyzed publications. Findings in this study suggest a relationship between investment power in Research and Development (R&D) and the scholarly productivity not only in science education but also in the scientific field in the countries of the region.     

Becoming a Learning Organization: New Directions in Science Education Research at the National Science Foundation

The Education and Human Resources (EHR) Directorate at the National Science Foundation has been examining its role in supporting the development of new approaches to science, technology, engineering and mathematics (STEM) education. This article explores what it means to be scientifically literate, what it takes to become a learning organization, how the EHR Directorate is working towards becoming such an organization through rigorous self-study, and how EHR can best manage its large portfolio of awards that support investigations in STEM education to enhance their collective value to researchers, policymakers and educators. Several elements of the self-study process are described, and the implications for the Directorate as well as for the field of researchers in science education are explored.The views expressed in this paper are those of the authors and do not necessarily reflect the opinions of the National Science Foundation.     

ComPratica: A Virtual Community of Practice for Promoting Biology Teachers’ Professional Development in Brazil

Teachers’ professional development is a key factor in improving science education, but it shows limited impact when only a small number of teachers is reached, or when it focuses on only one aspect of teachers’ development, such as learning science content, and is disconnected from teachers’ practice. In order to increase the impact of our work on teachers’ professional development, we implemented in 2007 ComPratica, an online network intended to establish a virtual community of practice involving biology teachers and biological education researchers. We present here the results of the first 2 years of this project, obtained through an analysis of the number and distribution of actions performed by the participants in the community, the kinds of activities in which they are engaged, and the themes addressed in their messages. From these data, we conclude that ComPratica is effectively functioning as a community of practice and is leading to changes related to both teachers’ and researchers’ professional development, which seem capable of reducing the research–practice gap in science education.