基于词频分析和知识图谱的国内外TPACK研究热点对比分析
摘要
伴随教师教育信息化的进程推进,融合技术的学科教学知识(TPACK)已成为国际教师教育及教育技术学界的热点议题,相关理论与实践研究日渐丰富。本研究为深入了解国内外TPACK研究的整体情况及研究重点的异同,分别从国内CNKI数据库的CSSCI和核心期刊以及国外WebofScience的SSCI数据库,对TPACK相关中英文文献进行检索。利用SATI、UCINET等软件进行词频分析和知识图谱绘制,揭示国内外TPACK领域当前的研究热点与未来的研究趋势,比较国内外TPACK研究的共性与差异,立足国内研究提出可行性建议,以期为我国TPACK本土化研究及教师信息化专业发展的实践提供参考。
引文
[1]Mishra,P.,&Koehler,M.J.Technological Pedagogical Content Knowledge:A Framework for Teacher Knowledge[J].Teachers College Record,2006,108(8):1017-1054.
[2]兰国帅.21世纪以来国际教育技术研究热点与前沿-基于18种SSCI期刊的可视化分析[J].开放教育研究,2017,23(02):92-101.
[3]张勤,马费成.国外知识管理研究范式-以共词分析为方法[J].管理科学学报,2007,(06):65-75.
[4]侯海燕,刘则渊,栾春娟.基于知识图谱的国际科学计量学研究前沿计量分析[J].科研管理,2009,30(01):164-170.
[5]任红娟,张志强.基于文献计量的科学知识图谱发展研究[J].情报杂志,2009,(12):86-90.
[6]聂晓颖.职前教师TPACK能力培养的瀑布模型构建研究-以数学学科为例[J].电化教育研究,2017,(04):122-128.
[7]胡水星.教师TPACK专业发展研究:基于教育大数据的视角[J].教育研究,2016,(05):110-116.
[8]阮士桂,李卢一,郑燕林.TPACK框架下‘现代教育技术’公共课课程改革探究[J].现代教育技术,2012,(08):36-41.
[9]王陆,司治国,赵晓亮,许珂.电子交互设备的教学应用层级研究[J].电化教育研究,2013,(03):47-54+67.
[10]池水莲,石娟.基于TPACK框架的大学物理实验教学设计与应用[J].现代教育技术,2012,(08):33-35+125.
[11]张利桃.TPACK整合模式在高校教学中的实施-以“教育电视节目编导与制作”课程为例[J].电化教育研究,2013,(04):76-80.
[12]王琦.外语教师TPACK结构及其技术整合自我效能研究[J].外语电化教学,2014,(07):14-20.
[13]段元美,闫志明,张克俊.初中数学教师TPACK构成研究[J].电化教育研究,2015,(04):114-120.
[14]徐章韬,玄德.面向数学教育的TPACK研究[J].中国电化教育,2015,(05):105-110.
[15]王鶄.信息技术与音乐课程整合-基于TPACK音乐学科化的视角[J].教育研究与实验,2016,(05):77-81.
[16]岳群智,王爱华.教师TPACK发展的心理动力分析[J].开放教育研究,2016,(06):112-118.
[17]黄桦.TPACK视角下的高中物理翻转课堂实践探索[J].现代教育技术,2016,(02):77-83.
[18]阮全友.翻转课堂里的TPACK和TSACK-基于一项英语教学研究的讨论[J].远程教育杂志,2014,(05):58-66.
[19]Chai C S,Koh J H L,Tsai C C,et al.Modeling primary school preservice teachers’Technological Pedagogical Content Knowledge(TPACK)for meaningful learning with information and communication technology(ICT).[J].Computers&Education,2011,57(1):1184-1193.
[20]Angeli C,&Valanides N.Epistemological and Methodological Issues for the Conceptualization,Development,and Assessment of ICT-TPCK:Advance in Technological Pedagogical Content Knowledge[J].Computer&Education,2009,52(1):154-168.
[21]Tokmak H S.Pre-service teachers’perceptions on TPACK development after designing educational games[J].Asia-Pacific Journal of Teacher Education,2015,43(5):392-410.
[22]Harris J,&Hofer M.Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACKDevelopment[J].Research Highlights in Technology and Teacher Education,2009,(5):99-108.
[23]Doering A,Koseoglu S,Scharber C,et al.Technology Integration in K-12 Geography Education Using TPACK as a Conceptual Model[J].Journal of Geography,2014,113(6):223-237.
[24]Evans M A,Nino M,Deater-Deckard K,et al.SchoolWide Adoption of a Mathematics Learning Game in a Middle School Setting:Using the TPACK Framework to Analyze Effects on Practice[J].The Asia-Pacific Education Researcher,2015,24(3):495-504.
[25]Kildan A O,Incikabi L.Effects on the technological pedagogical content knowledge of early childhood teacher candidates using digital storytelling to teach mathematics[J].Education 3-13,2015,43(3):238-248.
[26]Kafyulilo A,Fisser P,Pieters J M,&Voogt,J.ICTUse in Science and Mathematics Teacher Education in Tanzania:Developing Technological Pedagogical Content Knowledge[J].Australasian journal of educational technology,2015,31(4):381-394.
[27]Saudelli M G,Ciampa K.Exploring the role of TPACKand teacher self-efficacy:an ethnographic case study of three iPad language arts classes[J].Technology Pedagogy&Education,2016,25:1-21.
[28]Shaffer S.One High School English Teacher:On His Way to a Flipped Classroom[J].Journal of Adolescent&Adult Literacy,2016,59:563-573.
[29]Mouza C.Investigating the impact of an integrated approach to the development of preservice teachers’technological pedagogical content knowledge(TPACK)[J].Computers&Education,2014,71:206-221.
[30]Kereluik K,Mishra P,Koehler M J.On learning to Subvert Signs:Literacy,Technology and the TPACKFramework[J].The California Reader,2011,44(2):12-18.
[31]Koehler M J,Mishra P,Bouck E C,et al.Deepplay:Developing TPACK for 21st Century Teachers[J].Int.J.Learning Technology,2011,6(2):146-163.
[32]Koh J H L,Chai C S,Benjamin W,et al.Technological Pedagogical Content Knowledge(TPACK)and Design Thinking:A Framework to Support ICT Lesson Design for21st Century Learning[J].The Asia-Pacific Education Researcher,2015,24(3):1-9.
[2]兰国帅.21世纪以来国际教育技术研究热点与前沿-基于18种SSCI期刊的可视化分析[J].开放教育研究,2017,23(02):92-101.
[3]张勤,马费成.国外知识管理研究范式-以共词分析为方法[J].管理科学学报,2007,(06):65-75.
[4]侯海燕,刘则渊,栾春娟.基于知识图谱的国际科学计量学研究前沿计量分析[J].科研管理,2009,30(01):164-170.
[5]任红娟,张志强.基于文献计量的科学知识图谱发展研究[J].情报杂志,2009,(12):86-90.
[6]聂晓颖.职前教师TPACK能力培养的瀑布模型构建研究-以数学学科为例[J].电化教育研究,2017,(04):122-128.
[7]胡水星.教师TPACK专业发展研究:基于教育大数据的视角[J].教育研究,2016,(05):110-116.
[8]阮士桂,李卢一,郑燕林.TPACK框架下‘现代教育技术’公共课课程改革探究[J].现代教育技术,2012,(08):36-41.
[9]王陆,司治国,赵晓亮,许珂.电子交互设备的教学应用层级研究[J].电化教育研究,2013,(03):47-54+67.
[10]池水莲,石娟.基于TPACK框架的大学物理实验教学设计与应用[J].现代教育技术,2012,(08):33-35+125.
[11]张利桃.TPACK整合模式在高校教学中的实施-以“教育电视节目编导与制作”课程为例[J].电化教育研究,2013,(04):76-80.
[12]王琦.外语教师TPACK结构及其技术整合自我效能研究[J].外语电化教学,2014,(07):14-20.
[13]段元美,闫志明,张克俊.初中数学教师TPACK构成研究[J].电化教育研究,2015,(04):114-120.
[14]徐章韬,玄德.面向数学教育的TPACK研究[J].中国电化教育,2015,(05):105-110.
[15]王鶄.信息技术与音乐课程整合-基于TPACK音乐学科化的视角[J].教育研究与实验,2016,(05):77-81.
[16]岳群智,王爱华.教师TPACK发展的心理动力分析[J].开放教育研究,2016,(06):112-118.
[17]黄桦.TPACK视角下的高中物理翻转课堂实践探索[J].现代教育技术,2016,(02):77-83.
[18]阮全友.翻转课堂里的TPACK和TSACK-基于一项英语教学研究的讨论[J].远程教育杂志,2014,(05):58-66.
[19]Chai C S,Koh J H L,Tsai C C,et al.Modeling primary school preservice teachers’Technological Pedagogical Content Knowledge(TPACK)for meaningful learning with information and communication technology(ICT).[J].Computers&Education,2011,57(1):1184-1193.
[20]Angeli C,&Valanides N.Epistemological and Methodological Issues for the Conceptualization,Development,and Assessment of ICT-TPCK:Advance in Technological Pedagogical Content Knowledge[J].Computer&Education,2009,52(1):154-168.
[21]Tokmak H S.Pre-service teachers’perceptions on TPACK development after designing educational games[J].Asia-Pacific Journal of Teacher Education,2015,43(5):392-410.
[22]Harris J,&Hofer M.Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACKDevelopment[J].Research Highlights in Technology and Teacher Education,2009,(5):99-108.
[23]Doering A,Koseoglu S,Scharber C,et al.Technology Integration in K-12 Geography Education Using TPACK as a Conceptual Model[J].Journal of Geography,2014,113(6):223-237.
[24]Evans M A,Nino M,Deater-Deckard K,et al.SchoolWide Adoption of a Mathematics Learning Game in a Middle School Setting:Using the TPACK Framework to Analyze Effects on Practice[J].The Asia-Pacific Education Researcher,2015,24(3):495-504.
[25]Kildan A O,Incikabi L.Effects on the technological pedagogical content knowledge of early childhood teacher candidates using digital storytelling to teach mathematics[J].Education 3-13,2015,43(3):238-248.
[26]Kafyulilo A,Fisser P,Pieters J M,&Voogt,J.ICTUse in Science and Mathematics Teacher Education in Tanzania:Developing Technological Pedagogical Content Knowledge[J].Australasian journal of educational technology,2015,31(4):381-394.
[27]Saudelli M G,Ciampa K.Exploring the role of TPACKand teacher self-efficacy:an ethnographic case study of three iPad language arts classes[J].Technology Pedagogy&Education,2016,25:1-21.
[28]Shaffer S.One High School English Teacher:On His Way to a Flipped Classroom[J].Journal of Adolescent&Adult Literacy,2016,59:563-573.
[29]Mouza C.Investigating the impact of an integrated approach to the development of preservice teachers’technological pedagogical content knowledge(TPACK)[J].Computers&Education,2014,71:206-221.
[30]Kereluik K,Mishra P,Koehler M J.On learning to Subvert Signs:Literacy,Technology and the TPACKFramework[J].The California Reader,2011,44(2):12-18.
[31]Koehler M J,Mishra P,Bouck E C,et al.Deepplay:Developing TPACK for 21st Century Teachers[J].Int.J.Learning Technology,2011,6(2):146-163.
[32]Koh J H L,Chai C S,Benjamin W,et al.Technological Pedagogical Content Knowledge(TPACK)and Design Thinking:A Framework to Support ICT Lesson Design for21st Century Learning[J].The Asia-Pacific Education Researcher,2015,24(3):1-9.