基于TPCK框架的高职教师信息化教学能力发展策略研究  

Research on the Development Strategy of Higher Vocational Teachers'Informatization Teaching Ability Based on TPCK Framework

作　　者：赵莉[1] Zhao Li(Guangdong Polytechnic of Science and Technology,Zhuhai 519090)

机构地区：[1]广东科学技术职业学院,广东珠海519090

出　　处：《中阿科技论坛（中英文）》2021年第11期135-138,共4页China-Arab States Science and Technology Forum

基　　金：广东省高职教育教学改革研究与实践项目“高职扩招背景下电子商务专业精准教学模式研究与实践”(JGGZKZ2020049);广东科学技术职业学院教育教学改革研究与实践项目“TACK框架下高职院校教师信息化教学能力发展的研究与实践”(JG201818)。

摘　　要：本文结合TPCK理论框架分析了高职教师信息化教学能力体系,并从教学设计、资源建设、教学实施、诊断改进四个维度,构建了高职教师信息化教学能力培养模型,提出职前与在职培训、教学竞赛、自主学习、协助交流、项目研究等具体实施路径,最后指出实践中要做到职前培训与在职培训相结合、观摩与实践相结合、自主学习与协作交流相结合。This article analyzes the informatization teaching ability system of higher vocational teachers based on the TPCK framework,and constructs a training model from the four dimensions of teaching design,resource construction,teaching implementation,and diagnosis improvement.With specific implementation paths such as on-the-job training,teaching competitions,independent learning,assisted exchanges,project research,the paper finally pointed out that in practice,pre-service training and on-the-job training,observation and practice,and autonomous learning and collaborative communication should be combined.

关 键 词：TPCK 信息化教学能力 发展策略 

分 类 号：G674.3[文化科学—教育学]