摘要
目前,信息技术在大同市数学教学中的应用或停留在计算机辅助教学阶段,或处于整合的初级阶段,离信息技术与课程的深度融合还有一定的距离,TPACK框架的提出有效地解决了当前技术在数学教学中所存在的问题。为了促进大同市信息技术与数学教学的深度融合,我们有必要先了解目前该区域数学教师的TPMK知识情况。本文从TPMK的七个因素入手,采用问卷调查法和观察法相结合的方式对大同市城区十所小学的数学教师TPMK现状进行了深入了解,分析了目前大同市小学数学教师TPMK存在的问题和不足,并在此基础上提出了结合区域特点的促进深度融合的策略,为信息技术与区域小学数学的深度融合提供一些参考。
At present, the application of information technology in Mathematics Teaching stays at the computer assisted instruction stage or at the primary stage of integration in Datong, which still have a way to reach deep integration. TPACK effectively solve the current problems of the tech- nology in Mathematics Teaching. In order to promote information technology and Mathematics Teaching deep integration, it is necessary for us to grasp the status quo of the mathematics teachers＇ TPMK in this area. Starting with seven factors of TPMK, this article carries on the thorough understand- ing to the status quo of the mathematics teacher s＇ TPMK in ten primary schools in Datong, and analyzes the existing problems and shortcomings .On the basis of the above, the paper puts forward the regional strategies to promote the deep integration, which will provide some references for the deep integration of information technology and regional primary school mathematics.
出处
《基础教育》
CSSCI
北大核心
2016年第1期80-91,共12页
Journal of Schooling Studies
基金
2015年度山西省高校哲学社会科学项目"TPACK框架下区域小学数学课程整合效果提升的研究"(项目编号:2015257)
大同大学2014年度青年科研基金项目"TPACK框架下大同市信息技术与小学数学深度融合的研究"(项目编号:2014Q12)的研究成果
关键词
小学数学教师
学科教学知识
教育技术
教师培训
primary school mathematics teacher
pedagogical content knowledge
educational technology
teacher training
