建构教师TPACK:信息化教学的现实诉求  

Constructing Teacher TPACK:Realistic Demand for Informatization Teaching

作　　者：罗丹丹 张贵雄 常攀攀[2] LUO Dandan ZHANG Guixiong CHANG Panpan(The First Primary School in the West District of Dayawan,Huizhou,Guangdong, China 516083 School of Education,Central China Normal University,Wuhan,Hubei, China 430079)

机构地区：[1]大亚湾西区第一小学,广东惠州516083 [2]华中师范大学教育学院,湖北武汉430079

出　　处：《数字教育》2016年第6期10-13,共4页Digital Education

基　　金：华中师范大学研究生教育创新资助项目"课堂转型背景下的学习变革"(2016CXZZ090)

摘　　要：信息化教学是信息化社会的时代应然,教师建构系统完善的TPACK是实施信息化教学的前提保障。TPACK是PCK在信息化时代的衍生和发展,具有系统整合性、实践生成性、情境升华性、体认缄默性、动态建构性等多维特征。教师可通过参加教育技术培训、教学反思观摩研讨和网络资源共享学习等来丰富建构自身的TAPCK,从而实现课堂教学的信息化。Informatization teaching is the time ought to be in the informatization society.Teachers＇ constructing the perfect systematic TPACK is the preconditioned guarantee for implementing informatization teaching.TPACK is the derivation and development of PCK in the informatization era,with multi-dimensional characteristics of system integration,generation of practice,situation sublimation,recognition silence,dynamic construction,etc...Teachers can participate in educational technology training,teaching reflection,demonstration,and discussion,and the sharing of network resources,etc.to enrich the construction of their own TAPCK,so as to realize the informatization of teaching.

关 键 词：TPACK PCK 信息化教学 

分 类 号：G434[文化科学—教育学]