TPACK模型下科技工具的有效应用——以美国罗德岛大学中文领航项目二年级教学为例  

The Effective Application of Technology Tools in TPACK Model——Take Teaching in the Second Year of Chinese Language Flagship Program at URI in the U.S. as an Example

作　　者：蔡江坪 李丹薇 Cai Jiangping;Li Danwei

机构地区：[1]美国罗德岛大学现代与古典语言文学系 [2]美国康涅狄格大学文理学院文学文化与语言系

出　　处：《国际汉语教育（中英文）》2020年第4期25-34,共10页International Chinese Language Education

摘　　要：随着电脑、智能手机的日益普及和信息技术的快速发展,计算机辅助语言教学已经成为必然选择。许多中文教师开始利用多媒体和网络技术来改进教学,采用以学生为中心的教学模式,将科技与教学相结合,提高学生的语言水平。本文以罗德岛大学中文领航项目二年级教学为例,以整合技术的学科教学知识(TPACK)模型为理论基础,介绍如何根据学生特点在各个课程阶段利用电脑科技辅助中文教学。本文将具体介绍如何在教学过程中有效利用Quizlet、Google Slides、微信、Google Forms、Flipgrid 等工具,针对具体语言教学目标与内容设计课堂活动,增加学生的语言输入与输出,提高学习效率。With the increasing popularity of computers and smartphones and the rapid development of information technology,Computer-Assisted Language Learning (CALL) has become an inevitable choice.Many Chinese teachers started to make full use of multimedia and Internet technology to improve their teaching.They adopt student-centered teaching model combining technology with teaching to improve the language proficiency of students.Taking the teaching in the second year of Chinese Language Flagship Program at URI as an example,this paper introduces how to use computer technology to assist Chinese teaching at each course stage according to the characteristics of students based on the Technological Pedagogical And Content Knowledge (TPACK) model.This paper will specifically introduce how to effectively use different technological tools like Quizlet,Google Slides,WeChat,Google Forms and Flipgrid in the teaching process to design classroom activities based on the specific language teaching objectives and contents to increase input and output,as well as to improve efficiency.

关 键 词：计算机辅助语言教学 科技工具 中文教学 TPACK 

分 类 号：G434[文化科学—教育学] H195[文化科学—教育技术学]