化学教师的TPACK结构及建构策略  

Structure and Construction Strategies of TPACK of Chemistry Teachers

作　　者：黄学梅[1] 刘建伟[1] 

机构地区：[1]长治学院教育研究所

出　　处：《化学教育》2015年第17期55-59,共5页Chinese Journal of Chemical Education

基　　金：山西省高等学校哲学社会科学研究一般项目(2013265);山西省教育科学“十二五”规划项目(GH-11104);长治学院教学研究项目(JY201410)

摘　　要：随着教师职业的不断发展，教师进行有效教学的核心就是发展他们的TPACK，化学教师的TPACK主要包括：扎实科学的化学学科知识、信息技术与化学教学整合目的的统领性观念、信息技术与化学教学整合的课程资源和课程组织知识、关于信息技术与化学教学整合的学生理解和学生误解知识、信息技术与化学教学整合的教学策略和教学表征知识。化学教师TPACK建构的基本策略有：形成TPACK的教学意识、观摩培训、亲自参与教学、提升整合转化能力、多渠道多种方式丰富TPACK资源。With the development of teachers profession, the key of effective teaching is the development of teachers＇ TPACK. Chemistry teachers＇ TPACK mainly includes, solid chemistry knowledge, overarching concept of integration of information technology and chemistry teaching purpose, curriculum resources and curriculum knowledge for the integration of information tech- nology and chemistry teaching, knowledge of students＇ preconception for the integration of information technology and chemistry teaching, teaching strategies and representation for integration of information technology and chemistry teaching. The basic strategies for construction of chem- istry teachers＇ TPACK include： forming teaching consciousness about TPACK, observing and training, teaching practice, enhancing their ability for integration and transformation, enriching their TPACK resources through multi channels and multi modes.

关 键 词：化学教师 TPACK建构 信息技术与化学教学 教师知识框架 

分 类 号：G633.8[文化科学—教育学] G434