摘要
2005年,美国学者科勒(Koehler)和米什拉(Mishra)提出了整合技术的学科教学知识(TPACK),被认为是全新的教师知识能力结构框架,得到了全球学者的广泛关注,相关研究包括TPACK理论框架、TPACK测量和基于TPACK的教师信息技术应用能力培养实践等。大数据和人工智能技术的出现,给教育行业带来哪些机遇和挑战?教师的知识能力结构需要有什么变化?TPACK是否会出现新的研究内容和方法?教师信息技术应用能力监测评价体系会有什么变化?带着这些问题,我们与整合技术的PCK理论构想的提出者——美国俄勒冈州立大学尼斯(Margaret Niess)教授进行对话,探讨TPACK领域未来研究趋势,人工智能时代教育的机遇和挑战及人工智能时代教师的核心素养、培养路径和监测评价。尼斯是俄勒冈州立大学教育学院教授,曾任美国数学教师教育工作者协会(AMTE)主席、信息技术与教师教育学会(SITE)教师教育委员会副主席、美国教育研究协会(AERA)技术促进教与学分会主席、美国数学启蒙教师委员会咨询委员会委员,《数学教育研究》《教学与教师教育》等杂志评审专家等。她长期从事科学与数学教师的培训和研究,对前沿技术的教学应用、信息技术与课程深度融合及整合技术的教师课堂教学能力培养有独到的见解。
Artificial intelligence (AI) is leading the technological revolution and industrial transformation in the new era. A similar change is taking place in the field of education, and teachers are facing new opportunities and challenges. In the future, the structure of teachers’ knowledge and ability related to artificial intelligence is bound to be a hot research topic. In 2005, Koehler and Mishra first put forword the theory of Technological Pedagogical Content Knowledge (TPACK), which was considered to be a new framework of teachers’ knowledge in the new era. In recent years, it has received extensive attention and has become a hot research topic in the field of educational technology. Up to now, 164 research papers (SSCI) about TPACK have been published, topics including TPACK theoretical framework, TPACK measurement, and TPACK-based teacher training practice. What opportunities and challenges will the emergence of big data and artificial intelligence bring to education? Will the structure of teachers' knowledge be changed? Will there be new research content and methods in the field of TPACK? Will there be a dynamic and normalized monitoring and evaluation system for teachers' information technology application abilities? With these questions, we interviewed Dr. Margaret Niess, a professor of Oregon State University, who first proposed to integrate technology knowledge into the PCK and discussed with her the future trends in TPACK research, educational opportunities and challenges in the era of artificial intelligence, as well as teachers’ key competencies, cultivation, monitoring and evaluation in the era of artificial intelligence. Dr. Margaret Niess is a professor of education at Oregon State University, former chair of Association of Mathematics Teacher Educators (AMTE), Vice President of the Teacher Education Council of Society for Information Technology and Teacher Education (SITE), Chair of Technology as an Agent of Change in Teaching and Learning (TACTL) Special Interest Group of the American Educational Research Association (AERA), and National Council of Teachers of Mathematics Illuminations Advisory Committee member. She was a reviewer of Journal of Research in Mathematics Education and Teaching and Teacher Education. She has long been engaged in the training and research of science and mathematics teachers, and has her own unique insights into the deep integration of information technology and curriculum.
作者
徐鹏
XU Peng(School of Media Science,Northeast Normal University,Changchun 120117,China)
出处
《开放教育研究》
CSSCI
北大核心
2019年第4期4-9,共6页
Open Education Research
基金
东北师范大学教师教学发展基金项目(JSJY20180208)
吉林省社会科学基金项目(2017BS41)
关键词
教师教育
TPACK
人工智能
教师信息技术应用能力
teacher education
TPACK
artificial intelligence
teachers’ information technologyapplication ability
