在线教育中教师TPACK塔式认知层次构建策略
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摘要
TPACK框架关注技术、教学法和内容知识的相互交织,为在线教师的专业发展与教学实践塑造了一个理想的知能体系。在现有的TPACK研究中,对于知能界定、知能判断和知能运用等方面存在一定的局限性,主要表现在过于关注结构性,忽视了知能之间的关联性与层次性。从在线教师TPACK知能体系的形成与发展需求出发,构建TPACK塔式认知层次模型,并结合在线教育的实践需求,对教师专业知能体系的塑造路径与具体方式等进行剖析,以期为在线教师知能体系的重塑提供参考。
The TPACK framework focuses on the interweaving of technology,pedagogy and content knowledge,which provides an ideal knowledge-ability structure for the professional development and teaching practice of online teachers. In the current study of TPACK,there are a series of limitations on the knowledge-ability definition,the knowledge-ability judgment and the knowledge-ability application,which shows that the researchers pay attention to the structure and ignore the correlation and hierarchy among the knowledge-ability. Based on the formation and developmental requirements of the online teachers' TPACK knowledge-ability structure,this paper constructs the TPACK tower cognitive hierarchy model,and combines the practical needs to analyze the shaping path and specific methods of the teachers' professional knowledge-ability structure,in order to provide the reference for the reshaping of the online teachers' knowledge-ability system in the new era.
The TPACK framework focuses on the interweaving of technology,pedagogy and content knowledge,which provides an ideal knowledge-ability structure for the professional development and teaching practice of online teachers. In the current study of TPACK,there are a series of limitations on the knowledge-ability definition,the knowledge-ability judgment and the knowledge-ability application,which shows that the researchers pay attention to the structure and ignore the correlation and hierarchy among the knowledge-ability. Based on the formation and developmental requirements of the online teachers' TPACK knowledge-ability structure,this paper constructs the TPACK tower cognitive hierarchy model,and combines the practical needs to analyze the shaping path and specific methods of the teachers' professional knowledge-ability structure,in order to provide the reference for the reshaping of the online teachers' knowledge-ability system in the new era.
引文
[1]中国互联网络信息中心.第43次《中国互联网络发展状况统计报告》.[EB/OL].[2019-02-28].http://www.cnnic.net.cn/hlwfzyj/hlwxzbg/hlwtjbg/201902/P020190318523029756345.pdf.
[2]Archambault L,Crippen K.Examining TPACK among K-12online distance educators in the United States[J].Contemporary issues in technology and teacher education,2009,9(1):71-88.
[3]Miller T,Ribble M.Moving Beyond Bricks and Mortar:Changing the Conversation on Online Education[J].Educational Considerations,2010,37(2):3-6.
[4]Wolf P D.Best practices in the training of faculty to teach online[J].Journal of Computing in Higher Education,2006,17(2):47.
[5]Clay M.Development of Training and Support Programs for Distance Education Instructors[J].Online Journal of Distance Learning Administration,1999,2(3):N/A.
[6]Barbour M K,Siko J,Gross E,et al.Virtually unprepared:Examining the preparation of K-12 online teachers[M]//Teacher education programs and online learning tools:Innovations in teacher preparation.IGI Global,2013:60-81.
[7]Lane L.An open,online class to prepare faculty to teach online[J].Journal of Educators Online,2013,10(1):32.
[8]杨冠英,李政,野菊苹.在线教师专业发展的学习共同体交互策略研究---从e MSS项目中得到的启示[J].中国远程教育,2013(02):60-64+96.
[9]Rienties B,Brouwer N,Bohle Carbonell K,et al.Online training of TPACK skills of higher education scholars:a cross-institutional impact study[J].European Journal of Teacher Education,2013,36(4):480-495.
[10]Niess M L.Online Teacher Education:Transforming Teachers’Knowledge for Teaching with Digital Technologies[C]//IFIP World Conference on Computers in Education.Springer,Cham,2017:355-365.
[11]Cox S,Graham C R.Diagramming TPACK in practice:Using an elaborated model of the TPACK framework to analyze and depict teacher knowledge[J].Techtrends Linking Research&Practice to Improve Learning,2009,53(5):60-69.
[12]Voogt J,Fisser P,Roblin N P,et al.Technological pedagogical content knowledge-a review of the literature[J].Journal of computer assisted learning,2013,29(2):109-121.
[13]Kinchin I.The significance of knowledge structures in technology-enhanced learning:A Bernsteinian analysis of the TPACK*framework.(*TPACK=Technology,Pedagogy and Content Knowledge[C]//Society for Research into Higher Education Annual Research Conference.2013.
[14]Kennedy J.Using TPCK as a scaffold to self-assess the novice online teaching experience[J].Distance Education,2015,36(1):148-154.
[15]Veal W R,Ma Kinster J G.Pedagogical content knowledge taxonomies[J].Electronic Journal of Science Education,1999,3(4).
[16]沈书生.形态视角下的信息化教学设计探析[J].电化教育研究,2015,36(12):65-69.
[17]林琳,沈书生.设计思维与学科融合的作用路径研究---基础教育中核心素养的培养方法[J].电化教育研究,2018,39(05):12-18.
[18]Arinto P B.A framework for developing competencies in open and distance e-learning[J].The International review of research in Open and distributed learning,2013,14(1):167-185.
[19]Leuenroth S J,Bencivenga N,Chahboune H,et al.Digital competence in Norwegian teacher education and schools[J].Technology&Health Care,2011,12(2):151-153.
[20]Miller G E.The assessment of clinical skills/competence/performance[J].Academic medicine,1990,65(9):S63-7.
[21]Dringus L P.From both sides now:on being an online learner and an online professor[J].e Learn,2001,2001(5):2.
[22]Cavin R.Developing technological pedagogical content knowledge in preservice teachers through microteaching lesson study[C]//Society for Information Technology&Teacher Education International Conference.Association for the Advancement of Computing in Education(AACE),2008:5214-5220.
[23]Tsai C C,Chai C S.The“third”-order barrier for technology-integration instruction:Implications for teacher education[J].Australasian Journal of Educational Technology,2012,28(6):1057-1060.
[24]Papanikolaou K,Makri K,Roussos P.Learning design as a vehicle for developing TPACK in blended teacher training on technology enhanced learning[J].International Journal of Educational Technology in Higher Education,2017,14(1):34.
[25]杜威.哲学的改造[M].北京:商务印书馆,1958:52.
[26]Ward C L,Benson S N K.Developing new schemas for online teaching and learning:TPACK[J].MERLOT Journal of Online Learning and Teaching,2010,6(2):482-490.
[2]Archambault L,Crippen K.Examining TPACK among K-12online distance educators in the United States[J].Contemporary issues in technology and teacher education,2009,9(1):71-88.
[3]Miller T,Ribble M.Moving Beyond Bricks and Mortar:Changing the Conversation on Online Education[J].Educational Considerations,2010,37(2):3-6.
[4]Wolf P D.Best practices in the training of faculty to teach online[J].Journal of Computing in Higher Education,2006,17(2):47.
[5]Clay M.Development of Training and Support Programs for Distance Education Instructors[J].Online Journal of Distance Learning Administration,1999,2(3):N/A.
[6]Barbour M K,Siko J,Gross E,et al.Virtually unprepared:Examining the preparation of K-12 online teachers[M]//Teacher education programs and online learning tools:Innovations in teacher preparation.IGI Global,2013:60-81.
[7]Lane L.An open,online class to prepare faculty to teach online[J].Journal of Educators Online,2013,10(1):32.
[8]杨冠英,李政,野菊苹.在线教师专业发展的学习共同体交互策略研究---从e MSS项目中得到的启示[J].中国远程教育,2013(02):60-64+96.
[9]Rienties B,Brouwer N,Bohle Carbonell K,et al.Online training of TPACK skills of higher education scholars:a cross-institutional impact study[J].European Journal of Teacher Education,2013,36(4):480-495.
[10]Niess M L.Online Teacher Education:Transforming Teachers’Knowledge for Teaching with Digital Technologies[C]//IFIP World Conference on Computers in Education.Springer,Cham,2017:355-365.
[11]Cox S,Graham C R.Diagramming TPACK in practice:Using an elaborated model of the TPACK framework to analyze and depict teacher knowledge[J].Techtrends Linking Research&Practice to Improve Learning,2009,53(5):60-69.
[12]Voogt J,Fisser P,Roblin N P,et al.Technological pedagogical content knowledge-a review of the literature[J].Journal of computer assisted learning,2013,29(2):109-121.
[13]Kinchin I.The significance of knowledge structures in technology-enhanced learning:A Bernsteinian analysis of the TPACK*framework.(*TPACK=Technology,Pedagogy and Content Knowledge[C]//Society for Research into Higher Education Annual Research Conference.2013.
[14]Kennedy J.Using TPCK as a scaffold to self-assess the novice online teaching experience[J].Distance Education,2015,36(1):148-154.
[15]Veal W R,Ma Kinster J G.Pedagogical content knowledge taxonomies[J].Electronic Journal of Science Education,1999,3(4).
[16]沈书生.形态视角下的信息化教学设计探析[J].电化教育研究,2015,36(12):65-69.
[17]林琳,沈书生.设计思维与学科融合的作用路径研究---基础教育中核心素养的培养方法[J].电化教育研究,2018,39(05):12-18.
[18]Arinto P B.A framework for developing competencies in open and distance e-learning[J].The International review of research in Open and distributed learning,2013,14(1):167-185.
[19]Leuenroth S J,Bencivenga N,Chahboune H,et al.Digital competence in Norwegian teacher education and schools[J].Technology&Health Care,2011,12(2):151-153.
[20]Miller G E.The assessment of clinical skills/competence/performance[J].Academic medicine,1990,65(9):S63-7.
[21]Dringus L P.From both sides now:on being an online learner and an online professor[J].e Learn,2001,2001(5):2.
[22]Cavin R.Developing technological pedagogical content knowledge in preservice teachers through microteaching lesson study[C]//Society for Information Technology&Teacher Education International Conference.Association for the Advancement of Computing in Education(AACE),2008:5214-5220.
[23]Tsai C C,Chai C S.The“third”-order barrier for technology-integration instruction:Implications for teacher education[J].Australasian Journal of Educational Technology,2012,28(6):1057-1060.
[24]Papanikolaou K,Makri K,Roussos P.Learning design as a vehicle for developing TPACK in blended teacher training on technology enhanced learning[J].International Journal of Educational Technology in Higher Education,2017,14(1):34.
[25]杜威.哲学的改造[M].北京:商务印书馆,1958:52.
[26]Ward C L,Benson S N K.Developing new schemas for online teaching and learning:TPACK[J].MERLOT Journal of Online Learning and Teaching,2010,6(2):482-490.