TPACK视域下边疆少数民族地区教师专业发展研究  

Research on the Teachers' Professional Development in the Frontier Minority Areas from the Respective of TPACK

作　　者：王济军[1] 陈磊[2] 李晓庆[2] 谢非[3] 杨继琼 曹培杰[5] 

机构地区：[1]天津外国语大学国际传媒学院,天津300204 [2]北京师范大学现代教育技术研究所,北京100875 [3]云南民族大学教育学院,云南昆明650031 [4]丽江高等师范专科学校计算机科学系,云南丽江650000 [5]中国教育科学研究院教育信息中心,北京100088

出　　处：《中国电化教育》2015年第5期118-123,共6页China Educational Technology

摘　　要：边疆少数民族地区的教师专业发展亟需提高,TPACK为教师专业发展提供了新的框架。该文基于跨越式课题,设计了教师TPACK专业发展混合式培训和指导方案,采用面对面培训和基于网络的研修方式,通过三年的项目实施,从教师的课堂教学效率、信息化教学设计能力、教研能力、学生测评以及教师科研能力等方面进行了分析,发现跨越式课题在促进边疆少数民族地区教师TPACK教师专业发展方面具有良好的效果。The teachers＇ professional development in the frontier minority areas needs to improve immediately, TPACK offers a new framework for teachers＇ professional development. Based on the Frog-leaping Project, this paper designed a hybrid training and guidance plan with face to face training mode and based on Internet. Through three years implementation of this project, researchers collected data and analyzed data from the teaching efficiency, instructional design ability, instructional research ability, evaluation of students and teachers＇ scientific research ability, and so on. Researchers found that there had a good effect of the Frog-leaping Project in promoting teachers＇ professional development in the frontier minority areas.

关 键 词：教师专业发展 TPACK 跨越式 边疆少数民族地区 

分 类 号：G434[文化科学—教育学]