| TPACK视域下职前教师教育模式的重构 |
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| 引用本文： | 卢强.TPACK视域下职前教师教育模式的重构[J].信阳师范学院学报(哲学社会科学版),2011,31(1):68-72. |
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| 作者姓名： | 卢强 |
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| 作者单位： | 信阳师范学院教育科学学院,课程与教学改革研究所,河南,信阳,464000 |
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| 基金项目： | 河南省社会科学规划项目《文化变迁与乡村教育发展研究》(2009BJY006); 河南省教育厅人文社会科学研究项目《信息技术环境下教师教育模式创新与评价研究》(2010-QN-128) |
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| 摘 要： | 信息社会的到来、教育信息化的发展对未来教师的知识结构、能力体系提出了新的要求。而整合技术的学科教学知识（TPACK）框架顺应了时代要求，明确阐明了信息时代教师的知识体系和生成特征。现行的教师教育在教育模式、课程设置、培养机制等方面存在不足，而TPACK具有的“重视情境、教学实践、教学反思、交流与共享”的教师教育观为克服这些不足提供了理论依据和实践指导。从TPACK视域出发，结合教学实践，重构了职前教师教育新模式，即“理论实践一体化”模式。
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| 关 键 词： | TPACK 职前教师教育 教师知识观 教育模式 |
Reconstruction of Pre-teacher Education Model from TPACK Perspective |
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| LU Qiang.Reconstruction of Pre-teacher Education Model from TPACK Perspective[J].Journal of Xinyang Teachers College(Philosophy and Social Sciences Edition),2011,31(1):68-72. |
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| Authors: | LU Qiang |
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| Institution: | LU Qiang(Institute of Curriculum and Teaching Reform,Xinyang Normal University,Xinyang 464000,China) |
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| Abstract: | With the coming of information society and the development of education information, new request of teachers＇ knowledge structure and capability are raised. TPACK answers the age requirement and sets out a framework of teacher＇ s knowledge and generation features. There is a shortage of education pattern, curriculum, training mechanism in pre-teacher education,TPACK answers this by attaching more importance to context, teaching practice, teaching reflection, exchange, sharing and provides us the theory basis and practice instruction. Based on long-years practices and experiences in our school,we reconstruct the ＂integration of theory and practice＂ pre-teacher education model. |
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| Keywords: | TPACK |
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