面向数字教师的《ICT-CFT》框架与TPACK框架的比较分析

发布时间：2018-02-03 09:29

本文关键词： 数字教师 TPACK框架《ICT-CFT》框架比较启示　出处：《电化教育研究》2014年09期 　论文类型：期刊论文

【摘要】：教育数字化浪潮已至,技术将对教育产生革命性影响,而这种影响要落实到实处,关键要素就是教师。数字时代对教师的信息技术知识、信息技术能力提出了新的挑战和要求。面向数字时代教师的信息技术知识和能力标准研究已经成为各国关注的热点问题。2005年,密西根州立大学的Koehler和Mishra等提出了将技术有效整合到课堂教学必备的TPACK知识框架中。2008年,联合国教科文组织发布了《ICT-CFT》(UNESCO ICT Competency Standards for Teachers)标准第一版,2011年11月发布《ICT-CFT》框架第二版。文章从站位、体系结构、面向对象和内容等维度对《ICT-CFT》框架与TPACK框架进行了比较分析,并得出要重视数字教师知识与能力的协同发展,重视学科数字教师的不同发展阶段,重视数字教师创造力的培养,在此基础上完善本土数字教师建设等几点认识。
[Abstract]:The tide of digitalization of education has arrived, and technology will have a revolutionary impact on education, and the key element of this influence is the teacher, the information technology knowledge of the teacher in the digital age. Information technology capability has put forward new challenges and requirements. The research on information technology knowledge and competence standards for teachers in the digital age has become a hot issue concerned by all countries. 2005. Koehler and Mishra of Michigan State University proposed the effective integration of technology into the TPACK knowledge framework necessary for classroom teaching. 2008. UNESCO ICT Competency Standards for Teachers@@. Standard first edition. In November 2011, the second edition of the "ICT-CFT" framework was released. This paper compares and analyzes the framework of < ICT-CFT > and the framework of TPACK from the aspects of object-oriented and content-oriented, and draws the conclusion that the collaborative development of knowledge and ability of digital teachers should be paid more attention to. We should pay attention to the different stages of development of digital teachers and the cultivation of creativity of digital teachers, on the basis of which we can improve the construction of local digital teachers and so on.
【作者单位】：曲阜师范大学传媒学院;北京师范大学教育技术学院;
【分类号】：G434
【正文快照】： 21世纪是科技成级数增长的时代,无论是新科技成果的涌现,还是已有科技成果的深入发展,都对传统教育教学方式形成了冲击,技术将对教育产生革命性的影响。课堂是教育的主阵地,教师是课堂的核心要素。教师决定课堂是否用技术,用哪种技术,何时用,如何用,用得如何,教师成为技术对教

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