我国高校教师TPACK现状及对策研究
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摘要
高校是培养教师人才的场所之一,信息化时代对高校教师的教学能力提出了新的要求,TPACK是重要衡量指标。基于中国知网,运用Bicomb 2和SPSS 20. 0进行我国高校教师TPACK高频关键词聚类分析,总结出当前高校教师TPACK研究的三大主题,即高校教师TPACK能力培训研究、基于TPACK框架的高校教师专业发展研究以及教师TPACK能力应用发展研究,分析当前主题研究存在的困境,即TPACK质量评估问题、教师自身意愿问题以及过度关注技术本身,最后提出对策,旨在促进高校教师TPACK的发展,进一步提升高校教学质量。
Colleges and universities are one of the places for cultivating teachers. TPACK is an important measurement index. Based on CNKI,with Bicomb 2 and SPSS 20. 0,we carry out TPACK high-frequency keyword clustering analysis of university teachers in China,the paper summarizes three major themes of current university teacher TPACK research,including research on university teachers' TPACK Ability Training,research on university teachers' professional development based on TPACK framework and Teacher TPACK Application Development. Professional development research and research of teachers' TPACK ability application development. It also analyzes the predicament of TPACK quality assessment problems,teachers' own willingness issues and excessive attention to technology itself,and finally this paper puts forward some countermeasures to promote the development of college teachers TPACK.
Colleges and universities are one of the places for cultivating teachers. TPACK is an important measurement index. Based on CNKI,with Bicomb 2 and SPSS 20. 0,we carry out TPACK high-frequency keyword clustering analysis of university teachers in China,the paper summarizes three major themes of current university teacher TPACK research,including research on university teachers' TPACK Ability Training,research on university teachers' professional development based on TPACK framework and Teacher TPACK Application Development. Professional development research and research of teachers' TPACK ability application development. It also analyzes the predicament of TPACK quality assessment problems,teachers' own willingness issues and excessive attention to technology itself,and finally this paper puts forward some countermeasures to promote the development of college teachers TPACK.
引文
[1]Mishra,P.,Koehler,M. J.,&Henriksen,D. The Seven Trans-Disciplinary Habits of Mind:Extending the Tpack Framework Towards 21st Century Learning[J]. Educational Technology,2011,11(2):22—28.
[2]钟伟金,李佳.共词分析法研究(一)——共词分析的过程与方式[J].情报杂志,2008(5):70—72.
[3]王燕. TPACK视阈下高校教师岗前培训模式研究[J].中国电化教育,2014(3):117—122.
[4]梁存良,邓敏杰.基于TPACK的高校教师现代教育技术培训设计研究[J].现代教育技术,2015,25(4):45-51.
[5]Matthew J. Koehler,Punya Mishra. Teachers learning technology by design[J]. Journal of computing in teacher education,2005,21(3):94-102.
[6]徐春华,傅钢善,侯小菊.我国高校教师的TPACK水平及发展策略[J].现代教育技术,2018,28(01):59-65.
[7]任秀华,任飞.高校教师TPACK现状调查及问题分析[J].现代教育技术,2015,25(04):38-44.
[8]王新新.基于TPACK框架的高校英语教师微课设计能力调查研究[J].才智,2015(35):171-172.
[9]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(4):76-80.
[10]Mishra P,Koehler M. Too Cool for School? No Way! Using the TPACK Framework:You Can Have Your Hot Tools and Teach with Them,Too.[J]. Learning&Leading with Technology,2009,36(7):14-18.
[11]Harris J,Grandgenett N,Hofer M. Testing a TPACK-Based Technology Integration Assessment Rubric[C]//Titlesociety for Information Technology&Teacher Education International Conference. 2011:4352-4359.
[12]Schmidt D A,Baran E,Thompson A D,et al.Technological Pedagogical Content Knowledge(TPACK):The Development and Validation of an Assessment Instrument for Preservice Teachers.[J]. Journal of Research on Technology in Education,2009,42(2):123-149.
[13]Koehler M J,Mishra P,Bouck E C,et al. Deepplay:developing TPACK for 21st century teachers.[J]. International Journal of Learning Technology, 2011, 6(2):146-163.
[14]Cho,W.,&Jacobs,R. L. Influences of formal learning,personal learning orientation,and supportive learning environment on informal learning[J]. Human Resource Development Quarterly,2011,22(3):239-257.
[15]全美教师教育学院协会与技术委员会.整合技术的学科教学知识:教育者手册[M].任友群,詹艺,主译.北京:教育科学出版社,2011:12-15.
[16]张传萍.翻转课堂的内容分布模式:基于布鲁姆教学目标分类[J].教学与管理,2015(24):79-82.
[17]冯忠良,伍新春,姚梅林,王健敏.教育心理学[M].北京:人民教育出版社,2010:237-249.
[2]钟伟金,李佳.共词分析法研究(一)——共词分析的过程与方式[J].情报杂志,2008(5):70—72.
[3]王燕. TPACK视阈下高校教师岗前培训模式研究[J].中国电化教育,2014(3):117—122.
[4]梁存良,邓敏杰.基于TPACK的高校教师现代教育技术培训设计研究[J].现代教育技术,2015,25(4):45-51.
[5]Matthew J. Koehler,Punya Mishra. Teachers learning technology by design[J]. Journal of computing in teacher education,2005,21(3):94-102.
[6]徐春华,傅钢善,侯小菊.我国高校教师的TPACK水平及发展策略[J].现代教育技术,2018,28(01):59-65.
[7]任秀华,任飞.高校教师TPACK现状调查及问题分析[J].现代教育技术,2015,25(04):38-44.
[8]王新新.基于TPACK框架的高校英语教师微课设计能力调查研究[J].才智,2015(35):171-172.
[9]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(4):76-80.
[10]Mishra P,Koehler M. Too Cool for School? No Way! Using the TPACK Framework:You Can Have Your Hot Tools and Teach with Them,Too.[J]. Learning&Leading with Technology,2009,36(7):14-18.
[11]Harris J,Grandgenett N,Hofer M. Testing a TPACK-Based Technology Integration Assessment Rubric[C]//Titlesociety for Information Technology&Teacher Education International Conference. 2011:4352-4359.
[12]Schmidt D A,Baran E,Thompson A D,et al.Technological Pedagogical Content Knowledge(TPACK):The Development and Validation of an Assessment Instrument for Preservice Teachers.[J]. Journal of Research on Technology in Education,2009,42(2):123-149.
[13]Koehler M J,Mishra P,Bouck E C,et al. Deepplay:developing TPACK for 21st century teachers.[J]. International Journal of Learning Technology, 2011, 6(2):146-163.
[14]Cho,W.,&Jacobs,R. L. Influences of formal learning,personal learning orientation,and supportive learning environment on informal learning[J]. Human Resource Development Quarterly,2011,22(3):239-257.
[15]全美教师教育学院协会与技术委员会.整合技术的学科教学知识:教育者手册[M].任友群,詹艺,主译.北京:教育科学出版社,2011:12-15.
[16]张传萍.翻转课堂的内容分布模式:基于布鲁姆教学目标分类[J].教学与管理,2015(24):79-82.
[17]冯忠良,伍新春,姚梅林,王健敏.教育心理学[M].北京:人民教育出版社,2010:237-249.