【摘要】：在一門TPACK-IDDIRR課程中,15名物理師范生利用WISE平臺(tái)開展"基于設(shè)計(jì)的學(xué)習(xí)",探索如何利用技術(shù)開展科學(xué)教學(xué)。研究者采用正式與非正式訪談、課堂觀察、教學(xué)錄像以及教學(xué)計(jì)劃、教學(xué)反思等方法收集數(shù)據(jù),使用Nvivo進(jìn)行質(zhì)性分析,最終以個(gè)案的方式呈現(xiàn)3個(gè)師范生的TPACK發(fā)展。研究表明,師范生在TPACK整合目的的統(tǒng)領(lǐng)性觀念、學(xué)科知識(shí)與課程設(shè)計(jì)、教學(xué)實(shí)踐、學(xué)生理解與學(xué)生評(píng)價(jià)等核心要素的認(rèn)識(shí)上有了明顯的變化,而實(shí)現(xiàn)這種變化的策略是:追求學(xué)習(xí)理論與技術(shù)之間的協(xié)同效應(yīng),利用技術(shù)促進(jìn)知識(shí)整合,幫助師范生在技術(shù)增強(qiáng)的"學(xué)科學(xué)"與"教科學(xué)"兩方面獲得啟示。
[Abstract]:In a TPACK-IDDIRR course, 15 physics teachers use the WISE platform to carry out "Design-based Learning" to explore how to use technology to carry out scientific teaching. The researchers collect data by formal and informal interviews, classroom observation, teaching video, teaching plan and teaching reflection, and use Nvivo to carry out qualitative analysis. Finally, the TPACK development of the three normal students is presented in the form of individual cases. The study shows that there have been significant changes in the students' understanding of the core elements of TPACK integration, such as the dominant concept of the purpose of TPACK integration, subject knowledge and curriculum design, teaching practice, students' understanding and student evaluation, etc. The strategy to realize this change is to pursue the synergetic effect between learning theory and technology, to use technology to promote the integration of knowledge, and to help normal school students obtain enlightenment from the two aspects of "learning science" and "teaching science".
【作者單位】： 嶺南師范學(xué)院物理科學(xué)與技術(shù)學(xué)院;
【分類號(hào)】：G434;G652

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本文編號(hào)：2223543