基于课堂观察法的高校数学教师TPACK差异分析及发展策略研究  

An Analysis of TPACK Difference and Development Strategies of College Mathematics Teachers Based on Classroom Observation

作　　者：温鑫爽 WEN Xin-shuang(Changchun Open University, Changchun Jilin 130000, China)

机构地区：[1]长春开放大学,吉林长春130000

出　　处：《吉林工程技术师范学院学报》2022年第3期80-82,共3页Journal of Jilin Engineering Normal University

基　　金：吉林省高教科研课题(JGJX2021D786)。

摘　　要：随着信息技术与课程整合的不断深入,如何合理运用信息技术优化教学过程,提升教学质量,是一线教师面临的挑战。在这场教育变革中,整合技术的学科教学知识(以下简称TPACK)对基于技术的教学起到了引领作用。本研究深入数学学科,以初任数学教师和专家型数学教师作为研究对象,基于课堂观察法,量化相关考察点,对教师的TPACK水平做出客观评价,剖析初任数学教师与专家型数学教师TPACK存在的差异,并有针对性地提出教师TPACK发展策略。With the continuous deepening of information technology and curriculum integration,how to rationally use information technology to optimize the teaching process and improve the quality of teaching is a challenge faced by front-line teachers.In this educational transformation,the knowledge of integrated technology discipline teaching(hereinafter referred to as TPACK)plays a leading role in technology-based teaching.This study deepened the mathematics discipline,took the novice math teacher and expert math teacher as the research objects,based on the classroom observation method,quantified the relevant observation points,made an objective evaluation of the teacher's TPACK level,analyzed the differences between the novice math teacher and expert math teacher TPACK,and proposed the teacher TPACK development strategy in a targeted manner.

关 键 词：TPACK 差异分析 发展策略 

分 类 号：G434[文化科学—教育学]