教师TPACK发展的心理动力分析

A Psychodynamic Analysis on Teachers' TPACK Development in MOOCs

In recent years， with the introduction of various educational technologies， teachers' mastery and application of technology knowledge have become a research hotspot. Technological Pedagogical Content Knowledge ( TPACK) ， which concern about teacher' s knowledge type， emerge in this context. MOOC (massive open online course) ， which rose in 2012， has grown rapidly and its unique learning environment provides a great opportunity for teachers to develop TPACK. This paper adopted a qualitative research method. Based on the case studies of three teachers ' individual developing process and the dynamic mechanisms of their lij'e spaces ， the authors analyzed the vital factors that influence teachers' development of TPACK in MOOCs. These factors are divided into individual internal and external dimensions. For the factors that influence teachers ' development of TPACK， this paper is to research on the extent of these factors' roles in different stages of TPACK， and puts forward suggestions to promote teachers' development of TPACK based on the research conclusions.