后疫情时代国际中文教师TPACK培养的现实困境与变革之路  

Realistic Dilemma and Transformation Routes of TPACK Cultivation for International Chinese Language Teachers in the Post COVID-19 Era

作　　者：刘婷婷 李洪修 郭梦 LIU Ting-ting;LI Hong-xiu;GUO Meng(College of International Education and Exchange,Tianjin Normal University,Tianjin 300387;School of Education,Tianjin Normal University,Tianjin 300387)

机构地区：[1]天津师范大学国际教育交流学院,天津300387 [2]天津师范大学教育学部,天津300387

出　　处：《民族教育研究》2022年第6期164-172,共9页Journal of Research on Education for Ethnic Minorities

基　　金：教育部中外语言交流合作中心2022年国际中文教育研究课题“基于TPACK理论的国际中文教师数字教学能力研究”(项目编号:22YH81D);2021年国际中文教育研究课题“后疫情时代汉语国际教育专业O2O实践模式研究”(项目编号:21YH99D)的阶段性成果

摘　　要：国际中文教师TPACK不仅为深入剖析技术和国际中文教师知识之间的关系提供了理论支撑,更为信息技术与国际中文教育学科的深度融合提供了分析视角。TPACK能够为国际中文教师的知识结构优化培养树立整合观念;为国际中文教师的活动结构教学培养提供新的设计思路;为国际中文教师的协作学习培养奠定现实基础;为国际中文教师的情境教学培养提供实践依据。当前国际中文教师TPACK培养面临的现实困境主要集中在四个方面:TPACK培养理念缺失,TPACK培养模式单一,TPACK协作培养不足以及TPACK境脉培养失却。后疫情时代国际中文教师TPACK培养变革,应当在观念上,构建基于核心基础知识的TPACK整合培养理念;在活动上,构筑基于“脚手架”的融合双维度知识的TPACK发展活动结构;在同行协作上,打造指向实践应用的资源共享、协商互助的TPACK成长共同体;在情境上,着力设计凸显境脉内容、差异化实践教学的TPACK培养内容。International Chinese language teacher TPACK has not only provided theoretical support for the in-depth analysis of the relationship between technology and international Chinese language teachers’knowledge,but also provided an analytical perspective for the in-depth integration of information technology and international Chinese language education discipline.TPACK can establish an integrated concept for the knowledge structure optimization cultivation of international Chinese language teachers,provide new design ideas for the activity structure teaching cultivation of international Chinese language teachers,lay a practical foundation for collaborative learning cultivation of international Chinese language teachers,and provide practical basis for situational teaching cultivation of international Chinese language teachers.At present,the practical difficulties of TPACK training for international Chinese teachers are mainly reflected in four aspects:lack of TPACK cultivation concept,single TPACK cultivation mode,insufficient TPACK cooperative cultivation,and lack of TPACK context cultivation.In the post-pandemic era,the international Chinese language teacher TPACK cultivation reform should,in the concept aspect,construct the TPACK integrated cultivation concept based on the core basic knowledge;in the activity aspect,build a TPACK development activity structure based on“scaffolding”integrating dual-dimensional knowledge;in peer collaboration aspect,build a TPACK growth community of resource sharing,consultation and mutual assistance directing towards practical application;in the context aspect,focus on the design of TPACK cultivation content that highlights the context content and differentiated practice teaching.

关 键 词：国际中文教师 TPACK 整合技术的学科教学知识 后疫情时代 

分 类 号：H195[语言文字—汉语]