摘要
面向21世纪,教师必须具备信息通讯技术、学科内容、教学法三种知识交互形成的"融合技术的学科教学知识"(Technological Content and Pedagogical Knowledge,简称TPACK)。然而,我国对于技术支持学科教学过程中教师不同知识成分的融合与发展问题还处于深化认识阶段。本期访谈嘉宾马修.凯勒(Matthew Koe-hler)教授是TPACK理论的提出者之一。他将就TPACK研究的起源、现状、问题与未来趋势等问题阐述其个人见解。本文希望为我国TPACK和相关领域的研究者提供TPACK的国际前沿信息,为提升我国教师融合技术的学科教学知识提供启发。
Teachers have opportunities to learn the complicated interaction between the knowledge of information tech- nology, content, and pedagogy and to develop Technological Pedagogical Content Knowledge （ aka TPACK） towards 21st Century. However, in China, studies on teachersteaching with technologies are still in their early stages. Al- though there have been some Chinese literature on introducing TPACK,it is still necessaryto present TPACK with clea- rer and deeper understanding. As one way to achieve the goal, we are glad to have the opportunity to interview Prof. Matthew Koehler, who is one of the developers of the TPACK framework. He shared with us his first-hand experience on several significant issues such as the origin, present status, and future trend of TPACK. It is our hope to provide an international and systematic view of TPACK for researchers in the fields of teacher education and technology integra- tion in subject teaching and learning in China and elsewhere.
出处
《开放教育研究》
CSSCI
北大核心
2013年第2期4-11,共8页
Open Education Research
基金
2011年度江苏省研究生双语授课教学试点项目"双语学习科学课程开发与评价"
关键词
TPACK
融合技术的学科教学知识
教师发展
TPACK
knowledge about subject teaching with ICT
teacher professional development
