基于TPACK理论的全日制硕士研究生教育技术能力结构研究——以江西农业大学为例  

Research on the Structure of Educational Technical Ability of Full-Time Master’s Degree Students Based on TPACK Theory—Taking Jiangxi Agricultural University as an Example

作　　者：黄京慧 黄双根[1] 吴燕[1] 戴晴 

机构地区：[1]江西农业大学职业师范学院,江西 南昌 [2]江西旅游商贸职业学院,国际商务学院,江西 南昌

出　　处：《创新教育研究》2023年第9期2650-2655,共6页Creative Education Studies

摘　　要：知识学习是全日制硕士研究生教育技术能力发展的核心需求之一,是实现知识共享共创的价值追求,也是TPACK理论中学科教学知识(CK)的核心要求。数字赋能时代的到来,机械的知识教学已无法满足硕士群体的认知需求,提升硕士教育技术能力的重要途径之一是融合数字化资源突破现有教学困境。文章基于TPACK理论,通过阐述其技术、内容、教学法三个核心元素多元互动的内涵,结合现行条件下全日制硕士教育技术能力培养过程中存在的问题,针对性提出解决方法,以期能够提升全日制硕士研究生教育技术的能力。Knowledge learning is one of the core needs of full-time master’s degree education technology ability development, which is the value pursuit of knowledge sharing and co-creation, and it is also the core requirement of subject teaching knowledge (CK) in TPACK theory. With the advent of the era of digital empowerment, mechanical knowledge teaching can no longer meet the cognitive needs of the master’s community, and one of the important ways to improve the technical ability of master’s education is to integrate digital resources to break through the existing teaching dilemma. Based on TPACK theory, this paper puts forward solutions by expounding the connotation of the multiple interactions of the three core elements of technology, content and pedagogy, combined with the problems existing in the process of cultivating full-time master’s education technology ability under the current conditions, in order to improve the ability of full-time master’s education technology.

关 键 词：TPACK 全日制硕士研究生 教育技术能力 

分 类 号：G63[文化科学—教育学]