高校教师构建TPACK持续发展共同体的行动研究:基于实践—反思的路径  

Action Research on University Teachers'Construction of a TPACK Sustainable Development Community:Based on Practice and Reflection

作　　者：魏志慧[1] 胡啸天 林东华[3] 刘玉梅[3] 郭可慧 WEI Zhihui;HU Xiaotian;LIN Donghua;LIU Yumei;GUO Kehui(Department for Research and Development,Shanghai Open University,Shanghai 200433;The Institute of Education Sciences,Jiangsu Open University,Nanjing Jiangsu 210036;School of Economics and Management,Shanghai Open University,Shanghai 200433;School of Humanities,Shanghai Open University,Shanghai 200433)

机构地区：[1]上海开放大学发展研究部,上海200433 [2]江苏开放大学教育科学研究院,江苏南京210036 [3]上海开放大学经济管理学院,上海200433 [4]上海开放大学人文学院,上海200433

出　　处：《电化教育研究》2025年第3期102-107,113,共7页E-education Research

基　　金：2024年度上海开放大学学术团队培育项目“开放大学教师TPACK持续发展研究团队”(项目编号:2024TD004);2020年度上海开放大学校级科研创新项目“基于人工智能技术的移动智能终端+短视频平台混合学习模式在开放教育英语教学中的应用研究”(项目编号:QN2007)。

摘　　要：近年来,直播技术、元宇宙、生成式人工智能等新兴技术不断涌现、快速更迭,为教师整合技术的学科教学知识(TPACK)发展提供了丰富情景。然而,推进教师理解和应用新兴技术、发展TPACK具有长期性和复杂性等特征,仅靠常规培训难以实现。研究历时四年,利用行动研究方法构建了由教育研究人员和教师组成的跨年龄、跨学科、跨高校和跨国界的基于实践—反思的教师TPACK持续发展共同体。该共同体聚焦新技术的学习和整合,通过三步反思法推动教师提炼和发展TPACK,并为教师提供系统化、专业化、个性化和长周期的认知支持和情感支持,从而激发教师基于发展情景形成行动链,进而得到反思性成长。基于对访谈文本和交流日志的分析,研究发现教师的TPACK得到明显发展,反思和研究能力得到提升,TPACK发展信心得到增强。研究结果有助于各级各类教育机构更好地理解数智时代教师TPACK发展难点和规律,有效推进创新型教师队伍建设。In recent years,emerging technologies such as live streaming,the metaverse,and generative artificial intelligence have rapidly evolved,providing rich scenarios for the development of teachers'Technological Pedagogical Content Knowledge(TPACK).However,advancing teachers'understanding and application of emerging technologies and developing TPACK are characterized by longevity and complexity,which are difficult to achieve through conventional training alone.Therefore,this study spanned four years and employed action research method to construct a practice-reflection-based community for the sustainable development of teachers'TPACK across ages,disciplines,universities and borders,composed of educational researchers and teachers.The community focused on the learning and integration of new technologies,promoted teachers to refine and develop TPACK through a three-step reflective approach,and provided teachers with systematic,professional,personalized,and long-term cognitive and emotional support,thereby inspiring teachers to form action chains based on developmental scenarios,leading to reflective growth.Based on the analyses of the interview texts and communication logs,this study found that teachers'TPACK was significantly developed,their reflective and research skills were enhanced,and their confidence in TPACK development was strengthened.The results of the study help educational institutions of all levels and types to better understand the difficulties and patterns of teachers'TPACK development in the age of digital intelligence,and to effectively promote the construction of an innovative teaching staff.

关 键 词：TPACK发展 实践—反思教师研修 教师成长共同体 生成式人工智能 创新型教师队伍 

分 类 号：G434[文化科学—教育学]