摘要 目前我国高校教师TPACK水平偏低,高校教育教学普遍存在信息技术低效运用的现象。教学实践中整合技术有助于推动高校教师TPACK发展,然而鲜有研究深入探究教师TPACK发展机制。本研究将TPACK框架成分与TPACK要素及要素间关系两种研究路径整合,并基于访谈、观察收集的数据,对慕课教学情境下高校教师TPACK发展开展案例研究。研究发现:1)TPACK框架成分非均质化发展:TPK和PCK不易发展;2)教师面临知识与观念的困顿,有关学生的知识、课程知识和整合技术的学科教学统领观念等TPACK要素不易发展;3)以学生为中心的教学设计与教师主体能动性的发挥将有助于克服上述非均质化发展和困顿。本研究将有助于高校教师和管理者形成TPACK系统思维,积极应对新技术的发展,提升技术与教学整合的效果和层次。 The current TPACK level of university teachers in China is low,and the inefficient use of information technology in university teaching is common.Technology-enhanced learning practice can promote the university teachers’TPACK development,but few research explores the development mechanism.based on the data collected by interview and observation,this study explores the development of TPACK for university teachers in the context of MOOCS teaching.The results show that:1)the heterogeneous development of TPACK framework components:it is difficult to develop TPK and PCK;2)university teachers are facing the difficulties in the development of knowledge of students,knowledge of curriculum,and the overarching conception of teaching the subject with technology;3)the student-centered instructional design and teachers’initiative can help overcome the above-mentioned heterogeneous development and difficulties.This study can help university teachers to form system thinking on TPACK and improve the effect of technology-enhanced learning.
出处 《教师教育研究》 北大核心 2021年第2期23-30,共8页 Teacher Education Research
基金 上海海关学院人才队伍建设项目"新世纪成人学习理论体系研究"(2315008A2020)。
