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篇名 |
面向数学教育的TPACK研究
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並列篇名 | TPACK in Mathematics Education |
作者 | 徐章韬、玄德 |
中文摘要 | TPACK研究应深入到具体学科之中。数学教师TPACK结构模型可以聚类成四个成份:技术的观念和运用、内容的深度和宽度、基于技术的数学教学、基于技术的课堂管理。此结构模型指引了数学教师的TPACK发展之路。根据该模型,分阶段渐次发展TPACK,把设计学习法和类型活动法融合起来,发展教师对技术与内容、学生学习的理解;然后通过微格教学法、课例研究法、发展实验法等方式发展TPACK中的教学法成份,有助于卓越数字化教师的培养。 |
英文摘要 | The study of TPACK should go into specific disciplines. The TPACK structure model of mathematics can be clustered into four categories: the depth and width of content, conception & use of technology, technology-based mathematics instruction, technology-based classroom management. According to this model, the development of TPACK can gradually be built up. Through of integration of learning by design and using learning activity types, teachers can deeply disclose the relation between technology and content. Based on this, teachers can develop TPACK by the way of microteaching, lesson study and teacher development experiment. TPACK structure model in mathematics guides a way to develop mathematics teacher TPACK. All of this can benefit the development excellent digital teachers. |
起訖頁 | 105-110 |
關鍵詞 | 结构模型、发展策略、TPACK、Structural Model、Development Strategy |
刊名 | 中國電化教育 |
期數 | 201505 (340期) |
出版單位 | 中國電化教育雜誌社 |
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