教师TPACK协同建构模型的构建及应用研究

发布时间：2018-05-29 23:34

本文选题：TPACK + 协同知识建构　；参考：《中国电化教育》2014年09期

【摘要】：信息时代教师必备TPACK是一个要求也是一个宣言。教师TPACK的发展方式是教师TPACK研究领域亟需解决的问题和未来研究的重点之一。学习作为协作知识建构的社会化过程越来越成为人们的共识。该研究将协同知识建构的理念和方法引入到教师TPACK发展过程中,构建了教师TPACK协同建构模型。模型包括基于吸收生成的个人知识建构、基于参与协作的协同知识建构、基于共享创造的集体知识建构三个方面,具体包含吸收、反思、生成、内化、共享、论证、协商、应用、共享、创造等认知环节。基于此模型,团队在深圳南山区开展了促进TPACK发展的课程实践的研究,结果表明,教师TPACK协同建构模型能够促进教师TPACK发展,促进教师协同建构和智慧共享。
[Abstract]:The information age teacher must TPACK is a request also is a manifesto. The development of teacher TPACK is an urgent problem in the field of teacher TPACK research and one of the emphases of future research. Learning as a socialized process of collaborative knowledge construction has become a common understanding. In this study, the concept and method of collaborative knowledge construction are introduced into the development of teacher TPACK, and the model of teacher TPACK collaborative construction is constructed. The model includes three aspects: individual knowledge construction based on absorption generation, collaborative knowledge construction based on participation and collaboration, collective knowledge construction based on sharing creation, including absorption, reflection, generation, internalization, sharing, argumentation and negotiation. Application, sharing, creation and other cognitive links. Based on this model, the team conducted a curriculum practice study to promote the development of TPACK in Nanshan District of Shenzhen. The results show that the co-construction model of teacher's TPACK can promote the development of teacher's TPACK, promote teacher's cooperative construction and share wisdom.
【作者单位】：曲阜师范大学信息技术与传播学院;北京师范大学教育技术学院;
【分类号】：G434

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