职前教师TPACK能力培养的瀑布模型构建研究——以数学学科为例  

Study on Construction of Waterfall Model for Pre-service Teachers' TPACK Capacity Building:Taking Mathematics as An Example

作　　者：聂晓颖[1] 

机构地区：[1]陕西师范大学数学与信息科学学院,陕西西安710119

出　　处：《电化教育研究》2017年第4期122-128,共7页E-education Research

基　　金：陕西师范大学"教师教育信息化能力研修平台资源建设及应用"(课题编号:2015ET001)

摘　　要：整合技术的学科教学知识(TPACK)作为一种新的教师知识结构,能够帮助教师获得信息技术环境下有效教学的知识和能力,为教师整合技术与学科教学知识提供了契机。文章从职前教师TPACK培养的视角出发,对某师范大学数学专业职前教师进行了群集抽样。通过问卷调查与访谈,发现目前数学职前教师TPACK整体处于中等水平,技术知识在七个维度中水平最低,对技术整合的目的与价值理解有偏差,整合策略欠佳。基于调查与分析结果,提出了"理解—设计—实践—评价—反思"阶段式TPACK培养的CDPAR瀑布模型,经实践检验,该模型能够有效提升职前教师TPACK水平。Technological Pedagogical Content Knowledge （TPACK） is a new knowledge structure for teachers,and it can help teachers to acquire knowledge and abilities for effective teaching under the environment of information technology, which provides an opportunity for teachers to integrate technology with pedagogical content knowledge. From the perspective of training TPACK of pre-service teachers, a cluster sampling is conducted with the help of the pre-service teachers majoring in mathematics in some normal university. Questionnaire and interview are used to gather research data. The research results indicate that TPACK of those pre-service teachers is still at medium level, and among the seven dimensions of TPACK, their TK is at the lowest level. They have a deviation on understanding of the goal and value of technology integration, which leads to poor integration strategies. Based on the results of investigation and analysis, this study puts forward a waterfall model composed of five stages, namely comprehension, design, practice, assessment and reflection. It is proved that this model can improve the TPACK level of pre-service teachers effectively.

关 键 词：职前教师 TPACK 瀑布模型 培养模型 

分 类 号：G434[文化科学—教育学]