TPACK视域下提升四川民族地区教师信息技术能力培训实效的策略研究  

Strategic Research on Improving the Effectiveness of Teachers’ Information Technology Competency Training in Sichuan Ethnic Areas under the Vision of TPACK

作　　者：谯小兵[1] QIAO Xiaobing(College of Teachers,Chengdu University,Chengdu,Sichuan,China 610106)

机构地区：[1]成都大学师范学院

出　　处：《数字教育》2019年第4期54-58,共5页Digital Education

基　　金：国家教育发展研究中心成都教育改革研究基地、四川省教育厅人文社会科学重点研究基地统筹城乡教育发展研究中心资助项目“‘TPACK’视域下西部乡村教师信息技术能力培训实效提升研究”（TCCXJY-2018-C24）;成都大学2017教改项目“基于‘互联网+’学习环境下学生自主学习空间设计理论与应用研究”（cdjgb2017099）;四川省高校人文社会科学重点研究基地.四川中小学教师师德研究中心课题“‘互联网+’背景下中小学教师师德教育信息化途径的构建研究”(CJSD18-09)

摘　　要：当前四川民族地区教师信息技术能力培训还存在着培训理念不适应信息化发展需求,培训设计针对性差、不注意区域性条件差异,培训内容与教学实践融合度不足,培训方式单一,培训成果不易固化与拓展,培训实效性差等一系列问题亟待解决。此时,可以在培训中引入TPACK框架,从设计、内容、实施及评价四个层面来提升培训的实效,其具体内容为:设计层面上注重三种知识的系统性建构,内容层面上体现技术与教学的均衡性适配,实施层面上实现技术中心向教学中心的转化,评价层面上贯彻成果的教学评价导向。Currently,the training of teachers’information technology ability in Sichuan ethnic area still has a series of problems:The training concept does not meet the needs of information development;the training design is poorly targeted,and attention is not paid to different regional conditions;the training content and teaching practice are insufficiently integrated;the training method is singular;the training results are difficult to consolidated and generalized;and the effectiveness of training is poor,etc.All these problems are urgently needed to be resolved.At this time,the TPACK framework can be introduced to the training to enhance the effectiveness of the training from the four aspects of design,content,implementation and evaluation.Specifically,the systematic construction of three kinds of knowledge should be focused at the design level;the balanced allocation of technology and teaching should be embodied at the content level;the transformation from technology-centeredness to teaching-centeredness should be realized at the implementation level,and the results of the teaching evaluation orientation should be implemented at the evaluation level.

关 键 词：TPACK 四川民族地区教师 信息技术能力培训 实效提升 

分 类 号：G434[文化科学—教育学]