基于TPACK框架的话语分析:师范生在教学设计过程中关注什么?  

Discourse Analysis Basing on TPACK Framework:What preservice teachers focus on during instructional design?

作　　者：詹艺[1] 

机构地区：[1]华东师范大学教育信息技术系,上海200062

出　　处：《远程教育杂志》2011年第6期73-78,共6页Journal of Distance Education

基　　金：教育部人文社会科学重点研究基地重大项目"学习与课程之关系研究"(项目批准号:2009JJD880011)的成果之一

摘　　要：教师的信息技术整合能力一直是国内外研究者关注的问题。整合技术的学科教学法(TechnologicalPedagogical Content knowledge,TPACK)概念的提出为这方面的研究提供了理论框架。2010年12月2日至19日,上海市某高校开展了一次职前教师教育微型课程。在之前的一项研究中,研究者使用前后测量表的数据,分析了微型课程前后师范生TPACK水平的变化情况。在随后的研究中,研究者深入到微型课程的实施过程中,对师范生的话语进行记录,并按照TPACK框架进行话语编码和分类。通过统计各类话语的比重,从班级、小组两个层面呈现出师范生在近似真实的教学设计过程中的关注焦点的变化情况,从而为以培养教师的信息技术整合能力为目标的教师教育课程提供建议。The ability of technology integrating of teachers is one of issues that researchers have been concerned. TPACK pro- vide a theory framework for addressing this is issue. A micro teacher education course had been conducted from Dec. 12 to Dec. 19 last year. In a previous study, by using the date of pre-post scales, researchers analysis the changes in participates＇ TPACK after tak- ing the course. Researchers will look into the process of this course, recording and coding the discourse of participates. The data is provided d through two lays： the whole class and a particular group, to show the changes of focus point of participate during instruc- tional design. The article will offer some advice to teacher education curriculum which aiming to improve the information technology integration ability of teachers.

关 键 词：TPACK 师范生 话语分析 设计学习 

分 类 号：G420[文化科学—课程与教学论]