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信息技术支持下的学科教学知识测量的两种典型方法 被引量：6

Two Kinds of Typical Measurements for Technological Pedagogical Content Knowledge
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摘要 TPACK框架是一种棱镜,可以观察技术在教师知识中的作用。关注和发展有效的、可靠的工具去测量、评价教师的TPACK非常有意义,有助于筛选教师培养的经验。自我报告式测量法和基于绩效的测量法是两种较为典型的测量法。由于TPACK量度水平低且具有模糊性等特点,为了提高TPACK的研究水准,需要在实践中不断发展新的测量方式及工具。 The TPACK framework can be looked as a prism, through which we can observe the role of technology in teacher knowledge. It is an interesting work to pay attention to and develop an ef- fective and reliable measurement tool , and do help to evaluate Teacher＇ s TPACK. The self - repor- ting TPACK measure and performance - based TPACK measures are two typical measurement meth- od. Due to the low measurement levels and fuzziness of TPACK, it is necessary to develop new measurement tools for the improvement of TPACK research.
作者 徐章韬
机构地区 华中师范大学数学与统计学学院
出处 《全球教育展望》 CSSCI 北大核心 2013年第9期79-86,共8页 Global Education
基金 中国博士后科学面上基金项目"深入学科的信息技术支持下的数学学科教学知识"(项目编号:2011M501213) 中国博士后科学基金特别资助项目"信息技术推动数学历史文化走进数学课堂之研究"(编号:2012T50656)的研究成果
关键词 信息技术支持下的学科教学知识 技术整合 测量 technological pedagogical content knowledge technology integration measurement
分类号 G434 [文化科学—教育学]
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参考文献9

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二级参考文献54

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全球教育展望
2013年 第9期

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