整合技术学科教学法知识（TPACK）研究现状与发展趋势

The Current Situation and Development Trend of Technological Pedagogical Content Knowledge （TPACK）

中文关键词:  整合技术学科教学法知识；学科教学法知识；教师知识；教师教育

英文关键词:technological pedagogical content knowledge, pedagogical content knowledge, teacher knowledge, teacher education

中文摘要:

      整合技术学科教学法知识（TPACK）是教师将技术有效整合到教学中必备的一种知识框架。它是教师使用技术进行有效教学的基础，也是教师知识研究的一个新领域。文章通过系统梳理TPACK理论基础和实践应用的相关文献，发现目前国内外对技术知识没有统一的界定，对于TPACK概念的理解存在不同的观点；教师信念与教师的TPACK紧密联系，影响教师使用技术进行教学；TPACK在具体的学科领域中的研究较少；教师TPACK的测量和评估方式多样；教师TPACK发展主要通过积极参与设计学习、实施技术整合课程的方式来进行。未来TPACK的研究应注重在学科领域中的应用，关注教师信念、技术信念的影响以及有效测量工具的开发。

英文摘要:

      Technology pedagogical content knowledge (TPACK) is the knowledge base for teachers to effectively teach with technology. TPACK is a new research field of teacher knowledge. This study is a systematic literature review about TPACK.Findings showed different understandings of TPACK and of technological knowledge. It found that technical knowledge there is not a unified concept, so for the concept of TPACK. Teacher knowledge (TPACK) and beliefs about pedagogy and technology are intertwined. Both determine whether a teacher decides to teach with technology.There are not many TPACK research in subject domains. The methods of teachers’ TPACK measurement and assessment is diverse. Active involvement in (re)design and enactment of technology-enhanced lessons was found as a promising strategy for the development of TPACK in teachers. Future studies should focus on the application TPACK in subject domains; focus on teachers’ beliefs 、technology belief and the relationship between TPACK ; develop effective measurement tools.