“设计学习”促进师范生TPACK发展的实证研究
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摘要
"设计学习"促进师范生TPACK发展是信息化社会教师教育的研究热点问题。已有实证研究只是采取单组实验,通过对师范生实验前后TPACK水平测量来检验"设计学习"的教学有效性,较少关注基于"设计学习"的教学效果与其他形式的教学效果是否存在差异。对此,该文选取S大学师范生教师教育类课程,开展分组教学实验,对比研究基于"设计学习"的教学和教师讲授为主的教学在促进师范生TPACK发展方面的教学效果,以进一步检验基于"设计学习"的教学促进师范生TPACK发展的有效性。实验组37名和对照组47名师范生实验前后TPACK水平测量数据显示,在教学环境、教学内容和师范生TPACK初始水平相近的情况下,基于"设计学习"的教学有更好的教学效果。
Applying Design-based Learning(DBL) to develop the pre-service teachers' TPACK is one of the hotspots of teacher education in the information society. The existing research has proved that DBL can promote the development of pre-service teachers' TPACK. However, there are few studies have focused on whether the instruction based on DBL is different from other forms of instruction. Therefore, the paper organizes instructional group experiments based on the pre-service teachers' curriculum of teacher education in S University to compare the effect of pre-service teachers' TPACK development between DBL instruction and traditional instruction, in order to test the promoting effect of pre-service teachers' TPACK development based on DBL. The difference analysis results of TPACK level measurement between 37 experimental group members and 47 control group members show that DBL instruction has better effects than traditional instruction under the conditions of similar instruction environment,contents and initial level of pre-service teachers' TPACK.
Applying Design-based Learning(DBL) to develop the pre-service teachers' TPACK is one of the hotspots of teacher education in the information society. The existing research has proved that DBL can promote the development of pre-service teachers' TPACK. However, there are few studies have focused on whether the instruction based on DBL is different from other forms of instruction. Therefore, the paper organizes instructional group experiments based on the pre-service teachers' curriculum of teacher education in S University to compare the effect of pre-service teachers' TPACK development between DBL instruction and traditional instruction, in order to test the promoting effect of pre-service teachers' TPACK development based on DBL. The difference analysis results of TPACK level measurement between 37 experimental group members and 47 control group members show that DBL instruction has better effects than traditional instruction under the conditions of similar instruction environment,contents and initial level of pre-service teachers' TPACK.
引文
[1]张海,肖瑞雪等.基于技术接受模型的师范生TPACK发展研究[J].中国电化教育,2015,5(340):111-117.
[2]Punya Mishra,Matthew J.Koehler.Technological Pedagogical ContentKnowledge:a framework for teacher knowledge[J].Teachers College Recorcd,2006,108(6):1017-1054..
[3]Michelle R.Ellefson,Rebecca A.Brinker,Vincent J.Vernacchio,Christian D.Schunn.Problem-based Learning Design-based Learning for Biology[J].Biochemistry and Molecular Biology Education,2008,36(4):292-298.
[4]Matthew J.Koehler&Punya Mishra.Teachers Learning Technology by Design[J].Journal of Computing in Teacher Education,2005,3(21):94-102.
[5]Joyce Hwee Ling Koh,Ching Sing Chai.Seven design frames that teachers use when considering technological edagogical content knowledge(TPACK)[J].Computers&Education,2016,(102):244-257.
[6][18]Evrim Baran,Erden Uygun.Putting technological,pedagogical,and content knowledge(TPACK)in action:An integrated TPACK-design-(DBL)approach[J].Australasian Journal of Educational Technology,2016,(32):47-63.
[7]Angeli C.,Valanides N.Preservice Elementary Teachers as Information and Communication Technology Designers:An Instructional Systems Design Model Based on An Expanded View of Pedagogical Content Knowledge[J].Journal of Computer Assisted Learning,2005,(4):292-302.
[8][11][23]Jang S-J.,Chen K-C.From PCK to TPACK:Developing ATransformative Model for Pre-service Teachers[J].Journal of Science Education and Technology,2010,(6):553-564.
[9][24]Lee C-J.,Kim C M.An Implementation Study of A TPACK-based Instructional Design Model In A Technology Integration Course[J].Educational Technology Research and Development,2014,(4):437-460.
[10]Alayyar,G.Developing pre-service teacher competencies for ICT integration through design teams[D].Enschede:University of Twente,2011.
[12]吴秀圆,施枫.在设计中学习:技术增强型社会教师发展的新视角[J].中国电化教育,2017,(4):116-121.
[13]张静.面向TPACK发展的设计型教师教育课程--缘起、模式及启示[J].现代远距离教育,2013,(5):83-88.
[14][16][22]詹艺.培养数学师范生TPACK的实验研究[J].中国电化教育,2011,297(10):15-23.
[15][17][21]闫志明.高校师范生TPACK水平提高的设计学习模式研究[D].广州:华南师范大学,2012.
[18]Yaron Doppelt,Matthew M.Mehalik,et al.Engagement and Achievements:A Case Study of Design-Based Learning in a Science Context[J].Journal of Technology Education,2008,(19):22-39.
[19]Jo Tondeur,Johan van Braak,et al.Preparing pre-service teachers to integrate technology in education:A synthesis of qualitative evidence[J].Computers&Education,2012,(59):134-144.
[25]Archambault,L.,&Crippen,K.Examining TPACK among K-12online distance educators in the United States Contemporary Issues in Technology and Teacher Education[J].Contemporary Issues in Technology and Teacher Education,2009,9(1):71-88.
[26]Chai,C.S,Koh,J.H.L.,Ho,H.N.J.,Tsai,C.-C.Examining preservice teachers’perceived knowledge of TPACK and cyberwellness through structural equation modeling[J].Australasian Journal of Educational Technology,2012,(28):1000-1019.
[27]Lee,M.H.,&Tsai,C.C.Exploring teachers’perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web[J].Instructional Science,2010,38(1):1-21.
[28]C.P.Lim&C.S.Chai(Eds),Building the ICT capacity of the next generation of teachers in Asia.Australasian Journal of Educational Technology,2012,28(Special issue,6):1000-1019.
[29]Sule Yilmaz Ozden.Desinging and validating a survey to measure techmological,pedagogical and content knowledge among pre-service teachers[D].Newark,Delawar:University of Delaware,2015.
[30]Schmidt,D.A.,Technological Pedagogical Content Knowledge(TPACK):The Development and Validation of an Assessment Instrument for Preservice Teachers[J].Journal of Research on Technology in Education,2009,(42):123-149.
[2]Punya Mishra,Matthew J.Koehler.Technological Pedagogical ContentKnowledge:a framework for teacher knowledge[J].Teachers College Recorcd,2006,108(6):1017-1054..
[3]Michelle R.Ellefson,Rebecca A.Brinker,Vincent J.Vernacchio,Christian D.Schunn.Problem-based Learning Design-based Learning for Biology[J].Biochemistry and Molecular Biology Education,2008,36(4):292-298.
[4]Matthew J.Koehler&Punya Mishra.Teachers Learning Technology by Design[J].Journal of Computing in Teacher Education,2005,3(21):94-102.
[5]Joyce Hwee Ling Koh,Ching Sing Chai.Seven design frames that teachers use when considering technological edagogical content knowledge(TPACK)[J].Computers&Education,2016,(102):244-257.
[6][18]Evrim Baran,Erden Uygun.Putting technological,pedagogical,and content knowledge(TPACK)in action:An integrated TPACK-design-(DBL)approach[J].Australasian Journal of Educational Technology,2016,(32):47-63.
[7]Angeli C.,Valanides N.Preservice Elementary Teachers as Information and Communication Technology Designers:An Instructional Systems Design Model Based on An Expanded View of Pedagogical Content Knowledge[J].Journal of Computer Assisted Learning,2005,(4):292-302.
[8][11][23]Jang S-J.,Chen K-C.From PCK to TPACK:Developing ATransformative Model for Pre-service Teachers[J].Journal of Science Education and Technology,2010,(6):553-564.
[9][24]Lee C-J.,Kim C M.An Implementation Study of A TPACK-based Instructional Design Model In A Technology Integration Course[J].Educational Technology Research and Development,2014,(4):437-460.
[10]Alayyar,G.Developing pre-service teacher competencies for ICT integration through design teams[D].Enschede:University of Twente,2011.
[12]吴秀圆,施枫.在设计中学习:技术增强型社会教师发展的新视角[J].中国电化教育,2017,(4):116-121.
[13]张静.面向TPACK发展的设计型教师教育课程--缘起、模式及启示[J].现代远距离教育,2013,(5):83-88.
[14][16][22]詹艺.培养数学师范生TPACK的实验研究[J].中国电化教育,2011,297(10):15-23.
[15][17][21]闫志明.高校师范生TPACK水平提高的设计学习模式研究[D].广州:华南师范大学,2012.
[18]Yaron Doppelt,Matthew M.Mehalik,et al.Engagement and Achievements:A Case Study of Design-Based Learning in a Science Context[J].Journal of Technology Education,2008,(19):22-39.
[19]Jo Tondeur,Johan van Braak,et al.Preparing pre-service teachers to integrate technology in education:A synthesis of qualitative evidence[J].Computers&Education,2012,(59):134-144.
[25]Archambault,L.,&Crippen,K.Examining TPACK among K-12online distance educators in the United States Contemporary Issues in Technology and Teacher Education[J].Contemporary Issues in Technology and Teacher Education,2009,9(1):71-88.
[26]Chai,C.S,Koh,J.H.L.,Ho,H.N.J.,Tsai,C.-C.Examining preservice teachers’perceived knowledge of TPACK and cyberwellness through structural equation modeling[J].Australasian Journal of Educational Technology,2012,(28):1000-1019.
[27]Lee,M.H.,&Tsai,C.C.Exploring teachers’perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web[J].Instructional Science,2010,38(1):1-21.
[28]C.P.Lim&C.S.Chai(Eds),Building the ICT capacity of the next generation of teachers in Asia.Australasian Journal of Educational Technology,2012,28(Special issue,6):1000-1019.
[29]Sule Yilmaz Ozden.Desinging and validating a survey to measure techmological,pedagogical and content knowledge among pre-service teachers[D].Newark,Delawar:University of Delaware,2015.
[30]Schmidt,D.A.,Technological Pedagogical Content Knowledge(TPACK):The Development and Validation of an Assessment Instrument for Preservice Teachers[J].Journal of Research on Technology in Education,2009,(42):123-149.