2016年美国国家教育技术计划解读之教学篇——技术赋能的教师  

Interpretation of Teaching in National Education Technology Plan 2016 of United States——Technology-enabled Teachers

作　　者：许涛[1] 禹昱[1] 郭强[1] XU Tao YU Yu GUO Qiang(School of Foreign Languages, Tongji University, Shanghai, China 20009)

机构地区：[1]同济大学外国语学院,上海200092

出　　处：《现代教育技术》2016年第10期18-23,共6页Modern Educational Technology

基　　金：2016国家社科基金课题"联通主义幕课作为新型外语课堂教学模式的有效性影响因素研究"(课题批准号:16BYY089);2016年"同济大学中国特色社会主义理论研究中心课题"的阶段性研究成果

摘　　要：《迎接未来学习——重思教育技术》作为美国教育部于2016年发布的国家教育技术计划,从技术赋能的学习、技术赋能的教学、教育技术时代的领导力、教育技术时代的学习测评、教学生态系统建设等五个方面系统地阐述了近年来教育技术的发展与应用,以及对美国中小学教育和高等教育的影响与冲击。文章结合国内教育信息化发展现状和趋势,从六个方面分析了技术赋能的学习环境下教师的角色变化和教学特点,并从两个方面叙述了技术赋能时代的教师教育和教师职业发展,最后给出了教育信息化时代教师教育和教师职业发展的目标和方向,即培养并发展技术赋能的教师以回应技术支持的学习环境下的教学要求和挑战。Future Ready Learning——Reimagining the Role of Technology in Education presents current development and application of education technology from five aspects of technology-enabled teaching and learning, leadership, learning assessment and construction of education ecological system, and discusses their influence on American primary, secondary and higher education. Based on present development situation and tendency of education informationization in China, the paper firstly analyzed the changing of teachers＇ roles and teaching characterisitcs in technology-supported learning environment from six perspectives. Secondly, it described teacher education and teacher professional development in technology-enabled era from two angles. Finally, the paper provided goals and directions for teacher education and teacher professional development in education information era, which was to cultivate and develop technology-enabled teachers to meet the teaching requirements and challenges posed by technology-supported learning environment.

关 键 词：美国教育技术计划 技术赋能的教师 教师教育 教师发展 

分 类 号：G40-057[文化科学—教育学原理]