TPACK视角下华文职前教师信息化教学能力现状与提升——以华文教育专业培养为对象  

A study of pre-service Chinese teachers’TPACK and improving strategy:take undergraduates majoring in overseas Chinese teaching educationas object

作　　者：汪晓凤 徐露 WANG Xiaofeng;XU Lu

机构地区：[1]华侨大学华文教育研究院/华文学院

出　　处：《世界华文教学》2023年第2期52-61,共10页

摘　　要：为适应信息时代的教师教育需求,美国学者Koehler和Mishra于2005年在舒尔曼提出的学科教学知识PCK基础上提出了整合技术的学科教学知识(简称TPACK)。该知识已经成为评价现代教师信息化教学能力的重要依据。本研究以TPACK为框架对华侨大学85名华文职前教师(华文教育专业的留学生)进行信息化教学能力的调查。研究结果发现:第一,华文职前教师TPACK知识水平整体较低,但他们对于技术的接受度和应用度较高;第二,被调查者的工作期待会影响华文职前教师的一般教学法知识(PK),针对汉语学科的教学知识(PCK)和多媒体教学法、汉语学科知识的整合(TPACK);第三,要想提高华文职前教师TPACK能力,只是提高学生对于汉语学科知识的学习是起不到什么作用的,应该更多地从一般教学法知识和多媒体知识这两个维度出发进行课程设计与实施。在此基础上,本研究从华文教育专业课程设置、职业规划教育和教学模式变革三个方面提出了四条建议。American scholars Koehler and Mishra put forward Technological Pedagogical and Content Knowledge(TPACK)in 2005,which is based on the Pedagogical Content Knowledge(PCK)proposed by Sulman.The knowledge has become an important standard for evaluating teachers’information and communication technology.Based on the framework of TPACK,this study investigated 85 international students of Chinese language and culture education in Huaqiao university.The results are shown below.Firstly,the TPACK level of pre-service teachers are relatively lower,however they have a high degree of technology acceptance and application.Secondly,the expectations of future work will affect the pedagogical knowledge(PK),PCK and TPACK.Thirdly,we should pay more attention to general PK and technology knowledge(TK),rather than Chinese content knowledge(CK).The study puts forward four strategies from curriculum design,career planning education and teaching reform.

关 键 词：TPACK 华文职前教师 华文教育专业留学生 

分 类 号：G43[文化科学—教育学]