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TPACK:信息时代教师专业化的知识基础
引用本文:闫志明,徐福荫. TPACK:信息时代教师专业化的知识基础[J]. 现代教育技术, 2013, 23(3): 5-9
作者姓名:闫志明  徐福荫
作者单位:1. 鲁东大学教育科学学院,山东烟台,264025
2. 华南师范大学教育信息技术学院,广东广州,510631
基金项目:山东社会科学规划研究项目"高素质师范生教育技术能力培养模式研究",山东省教育科学规划课题"'技术—教学—学科知识'网络模型,教师教育技术能力培养途径研究"(课题
摘    要: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。

关 键 词:TPACK  整合技术的学科教学知识  教师知识基础  教师专业发展

TPACK: Teachers' Professional Development: A Perspective of Technological Pedagogical Content Knowledge
YAN Zhi-ming , XU Fu-yin. TPACK: Teachers' Professional Development: A Perspective of Technological Pedagogical Content Knowledge[J]. Modern Educational Technology, 2013, 23(3): 5-9
Authors:YAN Zhi-ming    XU Fu-yin
Affiliation:1.School of Education, Ludong University, Yantai, Shandong 264025, China," 2.School of Educational Information Technology, South China Normal University, Guangzhou, Guangdong 530631, China )
Abstract:TPACK(Technological pedagogical content knowledge) is a new concept in teachers' specialization and a new requirement for teachers in educational informationalization as well. Beginning with the history of researches on teachers' knowledge, this paper analyzes the transformation process of Pedagogical Content Knowledge to Technological Pedagogical Content Knowledge. Then it illustrates the connotation of TPACK and its characteristics, that is, comprehensiveness, situationality, practicalness, tacitness, and changeability. Finally, the paper suggests several effective ways to develop teacher' TPACK, such as demonstrating and modeling, case studying, teaching practice, and discussion, which will illuminate the research and practice of teacher education.
Keywords:TPACK  technological pedagogical content knowledge  teachers' knowledge base  teachers' professional development
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