TPACK:信息时代职前教师专业发展的知识基础  

TPACK:Knowledge Base of Pre-service Teachers’ Professional Development in the Information Age

作　　者：肖林[1] 于波[2] 

机构地区：[1]西南大学教育学部,重庆市400715 [2]西南大学教师教育学院,重庆市400715

出　　处：《教师教育学报》2014年第1期48-54,共7页Journal of Teacher Education

基　　金：教育部人文社会科学研究项目“西南地区基础教育均衡发展与教师教育改革发展研究”(09YJA880110),项目负责人:于波

摘　　要：整合技术的学科教学法知识即TPACK已成为职前教师知识结构中的主要内容.它是学科内容知识、技术知识和教学法知识三者之间动态整合的产物,其表征是教师利用技术进行有效教学实践所需掌握的知识,具有综合性、动态性、情境性、个体性、缄默性、实践性等特征.为了使职前教师具备TPACK,需要改革现行的学科教学法课程,以突出TPACK的学习要求;运用TPACK 框架设计教案,进行示范教学;加强职前教师教学实践和反思,促进其实践能力和研究能力的发展;搭建职前教师网络学习共同体,促进TPACK的交流与共享.Technological Pedagogical Content Knowledge(TPACK)has become the main content of the pre-service teachers'knowledge structure.It is the product with the dynamic integration of content knowledge(CK),technological knowledge(TK)and pedagogical knowledge(PK).It is the knowledge which teachers need in using technology to teach effectively.It has several features:integration,dynamism,situationality,individuality,tacitness,and practicalness.In order to help the pre-service teachers acquire the TPACK,we should reform current curriculum of pedagogical content knowledge so as to highlight the requirements of TPACK.Teachers should use TPACK structure to design teaching plans and demonstration lessons.In addition,pre-service teachers should strengthen the practice and reflection of teaching so that their practical abilities and research capabilities would be developed quickly.Finally,we should build networked learning community for pre-service teachers to share TPACK.

关 键 词：TPACK 信息社会 职前教师 专业发展 知识基础 

分 类 号：G652.3[文化科学—教育学]