论TPACK视域下专家型教师培养模式的转变

The Transformation of Expert Teaching Training: from the Perspective of TPACK

伴随着技术增强型社会的到来，传统的专家型教师培养已不能适应教育信息化向纵深发展和教育教学改革深入推进的需要。文章从传统专家型教师培养的特征和存在问题出发，引入了TPACK概念框架，为专家型教师的培养提供了新的理论指 导：显性知识与隐性知识相结合的课程设置；在经验反思的基础上，立足于真实问题情境中的校本培训；基于设计的研究导向下的校本教研超越了行动研究中单纯的实践问题解决取向。

With the arrival of technology-enhanced society, traditional expert teacher training is currently challenged by the information technology in education and the change of teaching and learning. This article begins with the characteristics of the traditional training of expert teacher and existing problems of it, introducing the framework of TPACK, which provides a new theoretical guidance for expert teacher training: explicit and implicit knowledge combined curriculum; being based on the experienced reflection, puts school-based training in authentic problem contexts; School-based research on the guidance of design-based research exceeding action research which is oriented to solve practical problems.