摘要
美国密歇根州立大学Mishra和Koehler首创的设计型教师教育课程,提倡"通过设计学习技术"来推进教师的TPACK知识发展,是一种代表性的新型教师教育课程。通过文献分析揭示出该教师课程的本质特征:其理论缘起于对"设计"与TPACK发展之间内在关联的深刻认识;其课程模式采取基于"深度玩耍"的设计型学习;其课程活动遵循"微型设计→大型设计→TPACK整体反思"的螺旋上升式。设计型教师教育课程对于我国教师教育技术能力培养具有重要的启示:在教师的发展定位上,从技术"消费者"转向技术"设计者";在课程内容上,从普适的技术"处方"转向整体的TPACK"境脉";在课程活动上,从技术应用的传授灌输转向技术设计的深度体验。
The design-based teacher education curriculum created by Mishra and Koehler from Michigan State University of America,a typically innovative teachers education program,advocates to develop teachers＇ TPACK by means of learning technology by design.Through literature review,the characteristics of the teacher education curriculum are disclosed as follows：（1） its theory is based on the in-depth understanding of the inner connection between design and TPACK development;（2） its model is based on deepplay designing learning;（3） its activity is in a spiral pattern of ＂micro-design→macro-design→reflecting on TPACK＂.The designbased teacher education curriculum sheds enlightenment on developing the teachers＇ educational technology competence in our country.From the perspective of teachers＇ development,the teacher becomes a technology designer instead of a technology consumer.The overall TPACK context instead of a general technology prescription in curriculum content is provided.In the curriculum activities,the teachers know how to offer deep experience of designing technology instead of transmitting knowledge of using the technology.
出处
《远程教育杂志》
CSSCI
2013年第5期83-88,共6页
Journal of Distance Education
基金
国家社科基金"十二五"规划2011年度教育学青年课题"以专家型教师为目标的教师职场学习的机制研究"(编号:CFA110129)
华中师范大学教学研究项目"基于网络的大学研究性教学模式研究"(编号:201104)的成果之一
关键词
TPACK
融合技术的学科教学知识
设计型学习
教师教育课程
教育技术能力
TPACK Technological pedagogical and content knowledge
Design-based learning
Teacher education curriculum
Educational technology competence
