“技术-教学-学科知识”(TPACK)研究:最新进展与趋向

被引：48

作者：

蔡敬新

邓峰

机构：

[1] 新加坡南洋理工大学

来源：

现代远程教育研究 | 2015年 / 03期

关键词：

TPACK; 理论派别; 实证探索; 研究进展; 研究趋向;

D O I：

暂无

中图分类号：

G434 [计算机化教学];

学科分类号：

040110 ;

摘要：

随着信息技术与课程整合的理念在教育领域不断渗入,教师如何在教学中有效使用信息技术成为教育研究者关注的热门话题之一。近十年来,不少学者致力于"技术-教学-学科知识"(TPACK)这一理论框架的发展及其在教学实践中的应用研究,包括对TPACK概念探讨研究、七因子的结构测量与模型研究、TPACK个案研究、增强TPACK的策略研究以及TPACK的通适性与专属性研究等。目前关于TPACK的理论观点主要包括三种:另类PCK观、融合促进性观和单一发展性观。三种观点各有偏重,均有可取之处。不少实证研究表明,七个TPACK因子在识别上具有一定困难和挑战性;一些其他因素,如教师是否接受培训,教师教学"情感-信念"等可能会影响TPACK七因子模型。未来的TPACK研究,应该考虑其高度情境性以及在技术、教学及学科方面的专属性,在不同国家地区、不同学科领域(尤其是语言与艺术)、不同教学模式及不同技术载体的背景下测查教师的TPACK结构及其发展机理;同时也需要从"知识创建"与"设计能力"的角度,以及学生的角度来诠释与发展教师的TPACK。

引用

页码：9 / 18

页数：10

共 28 条

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