TPACK框架下的教师专业素养研究

The Teacher's Professional Cultivated Manners Study Under the TPACK Frame

面对如何混合多种形态和不同的教育技术去促进和加强学生的学习这一挑战，Matthew J. Koehler和Punya Mishra提出教师必须获得并发展整合技术的学科教学法知识（TPACK）这一解决方案。TPACK教师知识框架引起了新时代教师专业素养要求、培养方式和策略的变化，在这种背景下笔者在河北省遵化市某中学进行了为期一学期的教师整合技术的学科教学法知识素养研究。实验表明教师应当具备与TPACK相关的7种教师专业能力素养，并通过实验证明了富有成效的五种培养策略。

Face this challenges that how various forms and different education technology mix to promote and strengthen study of students, Matthew Koehler Doctor J. and Punya Mishra Doctor's put the solution that teachers must get and develop technological pedagogical content knowledge (TPACK) for educatory. The TPACK teacher knowledge frame aroused the variety of way and strategy about a modern era teacher professional cultivated manners, request and development, TAPCK studies, at the same time, has few in the substantial evidence of Chinese primary and junior high schools; In this kind of background author carry on the study on technological pedagogical content knowledge(TPACK) for a semester in ZunHua city in Hebei. Experiment indicated that the teacher should have 7 kinds of professional ability linked to TPACK, and proved 5 kinds of effective development strategies through experiments