教师TPACK教学实践能力培养模式构建与路径选择  

The Modal Construction and Path Selection of Teacher's TPACK Practice Teaching Capacity Cultivation

作　　者：白鑫刚[1] BAI Xin - gang(Education and Teacher Development Institute, Henan Normal University, Xinxiang 453007 ,Chin)

机构地区：[1]河南师范大学教育学院,河南新乡453007

出　　处：《黑龙江高教研究》2017年第10期108-112,共5页Heilongjiang Researches on Higher Education

基　　金：2018年度河南省重点科研项目"基于生态学视角的高校创新创业教育研究"(编号:18A880009)

摘　　要：信息时代背景下学习运用现代教育信息技术提升教学实践能力是教师提高自身素养的一个重要方面,帮助教师生成整合技术的学科教学法知识(TPACK)是解决这一问题的关键。根据TPACK教学实践能力结构模型,针对教师在入职、职前和职后等不同阶段教学实践能力的需要,构建立体的、多层次的教师教学实践能力培养模式,推动教学实践内容体系、教学实践方式方法和多元化的评价机制等方面的全方位改革。Under the background of information age, learning to apply modern education technologies to improve teaching practice capacities is a significant aspect for teachers to enhance self - cultivation. The key factor for solution is to assist teachers to create technological pedagogical content knowledge （TPACK）. According to the structure model of TPACK teaching practice capacity and the needs of teachers at different stages of teaching practice capacity such as new employment, pre - employment and post - employment, this paper puts forward constructing the training model of teachers＇ teaching practice capacity of three dimensionals, multilevels to promote the overall reform in the ways of the teaching practice content system, teaching practice methods and evaluation mechanism of diversification.

关 键 词：TPACK 教师 教学实践能力 

分 类 号：G655[文化科学—教育学]