大学英语教师TPACK特点及其发展研究  

Research on the Characteristics and Development of College English Teachers' TPACK

作　　者：张凤娟[1] 林娟[1] 贺爽[1] 

机构地区：[1]吉林大学公共外语教育学院,吉林长春130012

出　　处：《中国电化教育》2015年第5期124-129,共6页China Educational Technology

基　　金：吉林省社会科学基金外语研究专项Ⅱ"大学英语教师教材观研究"(项目编号:2014WY8)研究成果之一

摘　　要：整合技术的学科教学知识(TPACK)是信息化时代教师使用技术开展有效教学的必备知识基础。该文采用个案研究的形式,通过教师访谈等,从信息技术与外语教学整合的整体观念、信息技术与外语教学整合的教学策略和呈现形式知识、信息技术与外语教学整合的课程和课程材料知识、信息技术与外语教学整合的学生知识等四个维度对大学英语教师TPACK的特点进行了分析。研究提出大学英语教师TPACK发展对策:在教师教育和培训中突出并细化TPACK内容,培养教师技术整合的自主专业发展意识,建构教师专业学习共同体,建立教师TPACK发展的保障机制,以促进大学英语教师TPACK的发展。Teachers＇ Technological Pedagogical Content Knowledge （TPACK） constitutes an important knowledge base for carrying out effective teaching with technology in the era of computers and Internet. Using a case study approach, this study investigates the features of college English teachers＇ TPACK from four dimensions, which include an overarching conception of what it means to teach English integrating technology, knowledge of instructional strategies and representations for teaching English with technology, knowledge of students＇ understandings, thinking, and learning of English with technology, knowledge of curriculum and curriculum materials that integrate technology with learning English. Based on the findings of the study, some strategies to develop teachers＇ TPACK are proposed, such as highlighting TPACK in foreign language teacher education and development programs, fostering teachers＇ interest and self-reliance in integrating technology in language teaching, constructing teacher professional learning community, and establishing a support mechanism.

关 键 词：大学英语教师 TPACK 教师知识 

分 类 号：G434[文化科学—教育学]