数学师范生整合技术的学科教学知识（TPACK）发展研究
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摘要
整合技术的学科教学知识(Technological Pedagogical Content Knowledge,简称TPACK)是教师使用技术进行有效教学的基础.为了发现一条有效的师范生整合技术的学科教学知识发展途径,研究者开展了一项教师发展实验,并探讨了如下两个问题：(1)通过一项教师发展实验,数学师范生整合技术的学科教学知识有何变化?(2)如何发展数学师范生整合技术的学科教学知识?
参加实验的数学师范生共13人(2男,11女),他／她们和研究者一起共同组成了一个“教研组”—-TPACK研究小组.研究者为他／她们开设了一门整合了技术(Fathom动态数据软件)、教学法和学科内容(统计分布)知识的数学教育课程(TPACK课程).在实验前期和实验中期,研究者组织所有参与者分别进行了两次模拟课堂教学,并在实验后期挑选了三个优秀师范生T1(女),T2(男)和T3[(女》进行了第三次模拟课堂教学.最后,研究者组织这三个师范生与两个在职教师一起进行了一次真实课堂教学,即师范生与在职教师“同课异构”活动.模拟课堂教学和真实课堂教学都围绕同一个课题——高中数学选修2-3“正态分布”.
研究者使用深度访谈、课堂观察和录像以及文档收集等方法收集数据(包括：教学录像、访谈录像、教案、课件、教学反思报告和TPACK总结报告等),并运用计算机辅助质性数据分析软件——NVivo分析数据,最终以个案报告的方式呈现了三个师范生T1,T2和T3的整合技术的学科教学知识在实验过程中的变化.
研究发现：(1a)三个师范生的信息技术与数学教学整合目的的统领性观念发生了明显的变化.师范生T1从强调兴趣为主转变为关注理解为主；师范生T2从关心教师为主转变为关心教师和学生并重；师范生T3从比较模糊的关心兴趣和理解,到更加清晰的关心兴趣和理解.(1b)三个师范生的信息技术与数学教学整合的课程资源和课程组织知识发生了明显的变化.师范生T1,T2和T3都从使用各科通用信息技术(例如,PowerPoint)为主,转变为使用学科专用信息技术(例如,Fathom动态数据软件)为主.其中,师范生T1和T2能够通过现实情境将课程内容有机的组织起来.(1c)三个师范生的信息技术与数学教学整合的教学策略和教学表征知识发生了明显的变化.师范生T1,T2和T3都能采用更加符合学生认知规律的教学策略,并且都能够更加合理的运用图形图像和现实情境的教学表征.(1d)三个师范生的信息技术与数学教学整合的学生理解和学生误解知识也发生了一些变化,但是这种变化不够明显.师范生T1,T2和T3都能够认识到理解学生的想法在教学中的重要作用,但是对于学生具体存在哪些典型的理解和误解则了解不多.(2)师范生整合技术的学科教学知识的发展经历了一条理论提升和实践探索相结合的途径——学习TPACK课程,参加“同课异构”活动.
Technological Pedagogical Content Knowledge (TPACK) is the basis of effective teaching with technology. In order to find an effective approach for developing prospective teachers' TPACK, the researcher conducted a Teacher Development Experiment (TDE) and investigated the following two research questions:(1) what are the changes for prospective mathematics teachers' technological pedagogical content knowledge by a teacher development experiment?(2) How to develop prospective mathematics teachers' technological pedagogical content knowledge?
Thirteen (2males,11females) prospective mathematics teachers participated in this experiment. These prospective teachers and the researcher made up a Teaching Research Group (TRG):TPACK Research Group. The researcher offered a mathematics education course for the participants, which integrated Technology (Fathom dynamic data software), Pedagogy, and Content (statistical distribution) Knowledge. All participants experienced two rounds of simulation teaching at the beginning of, and in the middle of the experiment. At the end of the experiment, the researcher chose three "excellent" prospective teachers T1(female), T2(male) and T3(male), and arranged the third round of simulation teaching for them. Then, a "Same Content Different Lesson Constructs"(SCDLC or TongKeYiGou in Chinese)activity was held among these three prospective teachers and two practicing teachers. They taught the same topic "normal distribution" in a senior high school.
A lot of data (teaching videotapes, interview videotapes, lesson plans, courseware, teaching reflection reports and TPACK summary reports) were collected by in-depth interview, classroom observation and videotaping, and document collection. Computer assisted qualitative data analysis software, NVivo, was used to analyze the data. Three case reports showed the changes of TPACK of prospective teachers T1, T2and T3during the experiment.
The result shows that:(la) three prospective teachers'overarching conceptions about the purposes of integrating information technology into mathematics teaching changed significantly. T1changed from focusing on interest to understanding. T2changed from focusing on teachers to both teachers and students. T3changed from vaguely paying attention to interest and understanding to clearly focusing on interest and understanding.(lb) three prospective teachers'knowledge of curriculum resources and organization for integrating information technology into mathematics teaching changed significantly. T1, T2and T3all changed from mainly using general information technology (for example. PowerPoint) to subject-specific information technology (for example, Fathom dynamic data software). T1and T2can organize the curriculum content effectively by using real-world situations,(1c) three prospective teachers' knowledge of instructional strategies and representations for integrating information technology into mathematics teaching changed significantly. T1, T2and T3all can adopt some instructional strategies which are much more in accord with students' recognition rules. They all can use pictures and real-world situations more effectively to represent.(1d) three prospective teachers' knowledge of students' understandings and misconceptions for integrating information technology into mathematics teaching changed a little. T1, T2and T3can recognize the importance of understanding students' thinking. But they have little knowledge about students' typical understandings and misconceptions.(2) The approach for developing prospective teachers'TPACK is learning TPACK course and participating in "Same Content Different Lesson Constructs" activities, which combines theory promotion and practice exploration.
参加实验的数学师范生共13人(2男,11女),他／她们和研究者一起共同组成了一个“教研组”—-TPACK研究小组.研究者为他／她们开设了一门整合了技术(Fathom动态数据软件)、教学法和学科内容(统计分布)知识的数学教育课程(TPACK课程).在实验前期和实验中期,研究者组织所有参与者分别进行了两次模拟课堂教学,并在实验后期挑选了三个优秀师范生T1(女),T2(男)和T3[(女》进行了第三次模拟课堂教学.最后,研究者组织这三个师范生与两个在职教师一起进行了一次真实课堂教学,即师范生与在职教师“同课异构”活动.模拟课堂教学和真实课堂教学都围绕同一个课题——高中数学选修2-3“正态分布”.
研究者使用深度访谈、课堂观察和录像以及文档收集等方法收集数据(包括：教学录像、访谈录像、教案、课件、教学反思报告和TPACK总结报告等),并运用计算机辅助质性数据分析软件——NVivo分析数据,最终以个案报告的方式呈现了三个师范生T1,T2和T3的整合技术的学科教学知识在实验过程中的变化.
研究发现：(1a)三个师范生的信息技术与数学教学整合目的的统领性观念发生了明显的变化.师范生T1从强调兴趣为主转变为关注理解为主；师范生T2从关心教师为主转变为关心教师和学生并重；师范生T3从比较模糊的关心兴趣和理解,到更加清晰的关心兴趣和理解.(1b)三个师范生的信息技术与数学教学整合的课程资源和课程组织知识发生了明显的变化.师范生T1,T2和T3都从使用各科通用信息技术(例如,PowerPoint)为主,转变为使用学科专用信息技术(例如,Fathom动态数据软件)为主.其中,师范生T1和T2能够通过现实情境将课程内容有机的组织起来.(1c)三个师范生的信息技术与数学教学整合的教学策略和教学表征知识发生了明显的变化.师范生T1,T2和T3都能采用更加符合学生认知规律的教学策略,并且都能够更加合理的运用图形图像和现实情境的教学表征.(1d)三个师范生的信息技术与数学教学整合的学生理解和学生误解知识也发生了一些变化,但是这种变化不够明显.师范生T1,T2和T3都能够认识到理解学生的想法在教学中的重要作用,但是对于学生具体存在哪些典型的理解和误解则了解不多.(2)师范生整合技术的学科教学知识的发展经历了一条理论提升和实践探索相结合的途径——学习TPACK课程,参加“同课异构”活动.
Technological Pedagogical Content Knowledge (TPACK) is the basis of effective teaching with technology. In order to find an effective approach for developing prospective teachers' TPACK, the researcher conducted a Teacher Development Experiment (TDE) and investigated the following two research questions:(1) what are the changes for prospective mathematics teachers' technological pedagogical content knowledge by a teacher development experiment?(2) How to develop prospective mathematics teachers' technological pedagogical content knowledge?
Thirteen (2males,11females) prospective mathematics teachers participated in this experiment. These prospective teachers and the researcher made up a Teaching Research Group (TRG):TPACK Research Group. The researcher offered a mathematics education course for the participants, which integrated Technology (Fathom dynamic data software), Pedagogy, and Content (statistical distribution) Knowledge. All participants experienced two rounds of simulation teaching at the beginning of, and in the middle of the experiment. At the end of the experiment, the researcher chose three "excellent" prospective teachers T1(female), T2(male) and T3(male), and arranged the third round of simulation teaching for them. Then, a "Same Content Different Lesson Constructs"(SCDLC or TongKeYiGou in Chinese)activity was held among these three prospective teachers and two practicing teachers. They taught the same topic "normal distribution" in a senior high school.
A lot of data (teaching videotapes, interview videotapes, lesson plans, courseware, teaching reflection reports and TPACK summary reports) were collected by in-depth interview, classroom observation and videotaping, and document collection. Computer assisted qualitative data analysis software, NVivo, was used to analyze the data. Three case reports showed the changes of TPACK of prospective teachers T1, T2and T3during the experiment.
The result shows that:(la) three prospective teachers'overarching conceptions about the purposes of integrating information technology into mathematics teaching changed significantly. T1changed from focusing on interest to understanding. T2changed from focusing on teachers to both teachers and students. T3changed from vaguely paying attention to interest and understanding to clearly focusing on interest and understanding.(lb) three prospective teachers'knowledge of curriculum resources and organization for integrating information technology into mathematics teaching changed significantly. T1, T2and T3all changed from mainly using general information technology (for example. PowerPoint) to subject-specific information technology (for example, Fathom dynamic data software). T1and T2can organize the curriculum content effectively by using real-world situations,(1c) three prospective teachers' knowledge of instructional strategies and representations for integrating information technology into mathematics teaching changed significantly. T1, T2and T3all can adopt some instructional strategies which are much more in accord with students' recognition rules. They all can use pictures and real-world situations more effectively to represent.(1d) three prospective teachers' knowledge of students' understandings and misconceptions for integrating information technology into mathematics teaching changed a little. T1, T2and T3can recognize the importance of understanding students' thinking. But they have little knowledge about students' typical understandings and misconceptions.(2) The approach for developing prospective teachers'TPACK is learning TPACK course and participating in "Same Content Different Lesson Constructs" activities, which combines theory promotion and practice exploration.
引文
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