内地西藏幼师生数学PCK培养的“DICT”模式构建  

Construction of“DICT”model for training pre-service preschool teacher’s mathematics PCK from Tibet

作　　者：周端云[1] Zhou Duan-yun(Hunan Vocational College for Nationalities, Hunan, Yueyang, 414000)

机构地区：[1]湖南民族职业学院

出　　处：《教师教育论坛》2019年第3期77-82,共6页Teacher Education Forum

基　　金：湖南省教育科学十三五规划2016年度学前教育专项课题“融入民族传统文化的内地西藏幼师生数学PCK培养研究(课题编号:XJK16BXQ08),横向课题“民族文化融入幼儿数学教育实践研究”的阶段性成果

摘　　要：“DICT”模式是基于民族文化与信息技术融合的教学设计模式。它由四要素、四阶段、两平台构成。教师、学生、信息技术、民族传统文化构成此模式的四要素。“分析、设计、实践、反思”四个动态循环的环节构成此模式的四阶段。三维立体实践平台、民族文化数学课程资源平台构成此模式实施的两平台。三维立体实践平台集网络、虚拟仿真、实体空间于一体;民族文化数学课程资源平台集技术与人文于一体。研究表明,这种四要素、四阶段、两平台模式更有利于内地西藏幼师生的教学技能养成。DICT mode is a teaching design mode based on the fusion of national culture and information technology. It consists of four elements, four stages and two platforms. Teachers, students, information technology, national traditional culture constitute the four elements of this model. The four dynamic cycles of “ analysis, design, practice and reflection ” constitute the four stages of this model. The platform of three-dimensional practice and the platform of national culture mathematics curriculum resources constitute the two platforms for the implementation of this mode. The three-dimensional practice platform integrates network, virtual simulation and physical space. National culture mathematics curriculum resource platform integrates technology and humanity. The research shows that this four-element, four-stage, two-platform model is more conducive to the cultivation of teaching skills of Tibetan teachers and students in the mainland.

关 键 词：信息技术 民族文化 内地西藏幼师生 数学PCK 教学设计 

分 类 号：G434[文化科学—教育学]