后慕课时代大学外语教师TPACK发展案例研究  

Non-Linearity and De-Scripting:A Case Study on the Development of High-Level TPACK in Post-MOOC Teaching

作　　者：魏志慧[1] 胡啸天 刘玉梅[3] 杨芳[4] WEI Zhihui;HU Xiaotian;LIU Yumei;YANG Fang(Department for Research and Development,Shanghai Open University,Shanghai 200433,China;Department of Continuing Education,Shanghai Customs College,Shanghai 201204,China;School of Economics and Management,Shanghai Open University,Shanghai 200433,China;Department of Foreign Languages and Literature,Tsinghua University,Beijing 100084,China)

机构地区：[1]上海开放大学发展研究部,上海市200433 [2]上海海关学院继续教育学院,上海市201204 [3]上海开放大学经济管理学院,上海市200433 [4]清华大学外国语文学系,北京市100084

出　　处：《外语电化教学》2021年第6期103-108,16,共7页Technology Enhanced Foreign Language Education

基　　金：2022年度上海市哲学社会科学规划教育学一般项目“后疫情时代高校教师TPACK发展机制与提升路径研究”(项目编号:A2022014);上海海关学院人才队伍建设项目“新世纪成人学习理论体系研究”(项目编号:2315008A2020)的阶段性研究成果。

摘　　要：该研究基于TPACK发展和人类行为模型理论,对一位有着较强技术增强教学动机的"双一流"大学的外语教师进行历时八年的追踪,发现案例教师经过从慕课教学到混合教学再到线上线下融合教学等三次触发,逐渐成为大学外语在线教学专家。具体研究发现包括:(1)不同触发阶段大学外语教师TPACK发展的侧重点不同,其中,慕课教学阶段和线上线下融合教学阶段,TK、TPK、TPACK等技术相关知识发展明显;基于慕课的混合教学阶段、线上线下融合教学阶段,PCK发展明显;(2)针对性触发对推动大学外语教师高层次TPACK发展有积极作用,尤其是发展有关学生的知识以及主动探索技术可供性,可带动教师整合技术的教学策略、评估知识、课程知识的丰富,以及整合技术的学科教学统领观念的发展,并进一步推动PCK发展;(3)大学外语教师TPACK发展具有非线性和去脚本化的特征。该研究可为高校提升教师TPACK发展层次、系统地推进技术支持的教育教学改革提供实证研究依据。Based on the theories of TPACK and the human behavior model,this research tracked a university foreign language teacher in a double first-class university in China for eight years with the method of in-depth interview,course observation,and material collection,to explore the development of TPACK.It finds that the case teacher gradually became an expert in online foreign language teaching after three triggers,from MOOC teaching to blended teaching and then to online-mergeoffline teaching.The findings of the research were as follows:(1)The focus of TPACK development of university foreign language teachers was various in different stages,while TK,TPK,and TPACK developed significantly in MOOC teaching stage and online-merge-offline teaching stage,and PCK developed significantly in blended teaching stage and online-merge-offline teaching stage;the transformation from MOOC teaching to the onlinemerge-offline learning echoes with the concrete changes of the teaching situations.(2)The systematic and targeted triggers played a positive role in promoting the development of high-level TPACK for university foreign language teachers,especially in developing knowledge of students and actively exploring the affordance of technology,which could drive the enrichment of teachers’teaching strategies,the development of knowledge of evaluation and knowledge of curriculum,as well as the development of the overarching concept of teaching the subject with technology,and further promoted the development of PCK;all the triggers are from the everyday teaching practice,which can promote the teachers with lower motivations since they can work as indicators to the qualified teachers.(3)The development of TPACK for university foreign language teachers had the characteristics of nonlinearity and de-script.This was a response to the uncertainty of technology,the technology situation,and the native expression of teachers’professional development.Further,the technology-enhanced teaching practice also reflects the construction of the humantechn

关 键 词：大学外语教师 外语在线教学 高层次TPACK发展 技术增强教学 案例研究 

分 类 号：H319.3[语言文字—英语]