摘要
整合技术的学科教学法知识因被认为是教师专业发展的重要指标而备受关注。加州大学伯克利分校和密歇根州立大学联合小组根据各自研究的优势,采用临床报告、纸笔测试、课堂行为分析相结合的方法,开发了美国新型教师TPACK测评工具。该测评工具较传统的测评工具而言,在测评对象、测评方法以及测评内容上都做出了重大的改革,体现出显著的特点,对我国教师TPACK测评工具的研制,以及教师教育的评价研究具有重要的启示。
TPACK （Technological Pedagogical Content Knowledge）, which is consid- ered as an important index of teachers professional development, has received much attention. University of California at Berkeley and Michigan State University joint research group according to their respective advantages, methods analysis of the clinical report, paper pen test, classroom behavior, combined with the development of American new teacher evalua- tion tool TPACK. The evaluation tool of assessment tools compared to traditional, in the evaluation object, evaluation method and evaluation content have made major reforms, re- flects the significant features, development of teachers TPACK assessment tools in China, has the important enlightenment and evaluation of teacher education research.
出处
《外国教育研究》
CSSCI
北大核心
2017年第8期36-50,共15页
Studies in Foreign Education
基金
中国博士后科学基金第61批面上资助项目"西部高校理工科拔尖创新人才培养诊断工具的开发及应用"(项目编号:2017M612877)
重庆市社会科学规划项目"重庆市高校文科拔尖创新人才培养路径与政策创新研究"(项目编号:2016BS111)
西南大学教师教学发展研究重点项目"基于大数据分析的教师教学能力水平诊断模型的构建"(项目编号:SWFZ20170004)
关键词
信息技术
学科教学法知识
测评工具
教师专业发展
Information Technology
Pedagogical Content Knowledge
Evaluation Tools
Teacher Professional Development
