从优课看教育信息化进程中教师专业知识发展
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摘要
2014年以来,"一师一优课,一课一名师"活动不仅为教师提供了展示教学风采的机会,也成为教师专业发展的"加油站"。为深入了解教育信息化背景下教师专业知识发展情况,研究者借助教师专业发展理论和TPACK模式建立分析框架,由教育硕士学生从"新教师"观摩优课教学和"专业人士"剖析技术与教学融合情况的双重角度出发,依据2016—2017年度教育部优课评价指标对36节部级优课进行评述。通过对114条有效评述的编码和分析,研究形成以下结论及建议:(1)教师本体性知识掌握良好;(2)教师条件性知识存在不足,这与职前、职后教育有关,建议高校改进师范生相关课程的教学,教育管理部门加强职后教师相关理论培训;(3)教师实践性知识中的信息技术应用知识有待提升,需从促进学习发展出发,掌握并提升技术与教学融合能力。
Since 2014, the activity of One Excellent Lecture for One Teacher, One Excellent Teacher for One Course(the activity of One Excellent Lecture for One Teacher for short), has not only become an opportunity for teachers to display their teaching style and but also become a "gas station" for teachers' professional development. In order to deeply understand the development of teachers' professional knowledge in the context of educational informatization, this study establishes an analytical framework based on the theory of teacher professional development and TPACK model. And then from the perspective of "new teachers" observing excellent teaching and "professionals" analyzing the integration of technology and teaching, 36 teaching videos of excellent lecture at the ministerial level are reviewed according to the evaluation rubric of One Excellent Lecture for One Teacher of Ministry of Education in 2016-2017.Through the coding and analysis of 114 valid comments, the conclusions and suggestions are as follows:(1)teachers have a good grasp of ontological knowledge.(2) For teachers' conditional knowledge is insufficient, which is related to pre-service and post-service education, it is recommended that colleges and universities should improve the teaching of relevant courses for normal university students, and the educational management department should strengthen the theoretical training of post-service teachers.(3)The application of information technology in teachers' practical knowledge needs to be improved, and the ability to integrate technology with teaching should be mastered and improved from the perspective of promoting learning.
Since 2014, the activity of One Excellent Lecture for One Teacher, One Excellent Teacher for One Course(the activity of One Excellent Lecture for One Teacher for short), has not only become an opportunity for teachers to display their teaching style and but also become a "gas station" for teachers' professional development. In order to deeply understand the development of teachers' professional knowledge in the context of educational informatization, this study establishes an analytical framework based on the theory of teacher professional development and TPACK model. And then from the perspective of "new teachers" observing excellent teaching and "professionals" analyzing the integration of technology and teaching, 36 teaching videos of excellent lecture at the ministerial level are reviewed according to the evaluation rubric of One Excellent Lecture for One Teacher of Ministry of Education in 2016-2017.Through the coding and analysis of 114 valid comments, the conclusions and suggestions are as follows:(1)teachers have a good grasp of ontological knowledge.(2) For teachers' conditional knowledge is insufficient, which is related to pre-service and post-service education, it is recommended that colleges and universities should improve the teaching of relevant courses for normal university students, and the educational management department should strengthen the theoretical training of post-service teachers.(3)The application of information technology in teachers' practical knowledge needs to be improved, and the ability to integrate technology with teaching should be mastered and improved from the perspective of promoting learning.
引文
[1]杨晓宏,杨方琦.基于“一师一课”活动的教师课程资源开发策略研究[J].电化教育研究,2016(8):102-110,119.
[2]教育部基础教育司.教育部办公厅关于开展2014年度“一师一优课、一课一名师”活动的通知[EB/OL].(2014-07-01)[2018-10-16].http://old.moe.gov.cn/publicfiles/business/htmlfiles/moe/s8001/201407/171300.html.
[3]教育部科学技术司.关于印发教育部副部长杜占元在2017年全国教育信息化工作会议上讲话的通知[EB/OL].(2017-05-05)[2018-11-20].http://www.moe.gov.cn/s78/A16/s8213/A16_sjhj/201709/t20170911_314154.html.
[4]杜占元.深化应用融合创新为实现“十三五”教育信息化良好开局作出贡献---在“一师一优课、一课一名师”活动国家级培训暨2016年全国电化教育馆馆长会议上的讲话[J].中国电化教育,2016(6):1-6.
[5]杨方琦,杨晓宏.教师课程资源理念引领的“一师一课”活动优化发展策略[J].中国电化教育,2018(2):112-119.
[6]SHULMAN L S.Those who understand:knowledge growth in teaching[J].Educational researcher,1986,15(2):4-14.
[7]KOEHLER M J,etc.Technological pedagogical content knowledge:a framework for teacher knowledge[J].Teachers college record,2006,108(6):1017-1054.
[8]徐鹏,刘艳华,王以宁,等.整合技术的学科教学知识(TPACK)测量方法国外研究现状及启示[J].电化教育研究,2013,(12):98-101.
[9]马秀峰,李晓飞.网络环境下教师专业发展模式探索研究[J].电化教育研究,2006(6):69-72.
[10]林崇德,申继亮,辛涛.教师素质的构成及其培养途径[J].中国教育学刊,1996(6):16-22.
[11]顾小清.信息时代的教师专业发展:理念、方法[J].电化教育研究,2005(2):35-39.
[12]衷克定,申继亮,辛涛.论教师知识结构及其对教师培养的意义[J].中国教育学刊,1998(3):53-56.
[13]任丽萍,张屹.美国教育技术学硕士培养方案及其对我国的启示[J].电化教育研究,2006(1):64-67.
[14]李克东,谢幼如.高校网络课程建设与应用的质性研究[J].开放教育研究,2011(1):15-21.
[15]百度文库.叶澜教授新基础教育观点[EB/OL].(2015-10-13)[2018-09-30].https://wenku.baidu.com/view/4e9d7848240c844768eaee91.html.
[2]教育部基础教育司.教育部办公厅关于开展2014年度“一师一优课、一课一名师”活动的通知[EB/OL].(2014-07-01)[2018-10-16].http://old.moe.gov.cn/publicfiles/business/htmlfiles/moe/s8001/201407/171300.html.
[3]教育部科学技术司.关于印发教育部副部长杜占元在2017年全国教育信息化工作会议上讲话的通知[EB/OL].(2017-05-05)[2018-11-20].http://www.moe.gov.cn/s78/A16/s8213/A16_sjhj/201709/t20170911_314154.html.
[4]杜占元.深化应用融合创新为实现“十三五”教育信息化良好开局作出贡献---在“一师一优课、一课一名师”活动国家级培训暨2016年全国电化教育馆馆长会议上的讲话[J].中国电化教育,2016(6):1-6.
[5]杨方琦,杨晓宏.教师课程资源理念引领的“一师一课”活动优化发展策略[J].中国电化教育,2018(2):112-119.
[6]SHULMAN L S.Those who understand:knowledge growth in teaching[J].Educational researcher,1986,15(2):4-14.
[7]KOEHLER M J,etc.Technological pedagogical content knowledge:a framework for teacher knowledge[J].Teachers college record,2006,108(6):1017-1054.
[8]徐鹏,刘艳华,王以宁,等.整合技术的学科教学知识(TPACK)测量方法国外研究现状及启示[J].电化教育研究,2013,(12):98-101.
[9]马秀峰,李晓飞.网络环境下教师专业发展模式探索研究[J].电化教育研究,2006(6):69-72.
[10]林崇德,申继亮,辛涛.教师素质的构成及其培养途径[J].中国教育学刊,1996(6):16-22.
[11]顾小清.信息时代的教师专业发展:理念、方法[J].电化教育研究,2005(2):35-39.
[12]衷克定,申继亮,辛涛.论教师知识结构及其对教师培养的意义[J].中国教育学刊,1998(3):53-56.
[13]任丽萍,张屹.美国教育技术学硕士培养方案及其对我国的启示[J].电化教育研究,2006(1):64-67.
[14]李克东,谢幼如.高校网络课程建设与应用的质性研究[J].开放教育研究,2011(1):15-21.
[15]百度文库.叶澜教授新基础教育观点[EB/OL].(2015-10-13)[2018-09-30].https://wenku.baidu.com/view/4e9d7848240c844768eaee91.html.