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TPACK理论作为教师在课堂教学中整合技术的理论基础从提出至今受到研究者的广泛关注,且已经成为国际教育技术领域研究的重要方向之一。本研究对2005年至2014年期间发表的TPACK领域的研究文献进行系统评述,统计分析了该领域研究文献的基本分布情况,高影响力研究团队和高引用率研究文献,综述了该领域主要研究内容,并归纳总结了研究的发展趋势及其实践指导价值。在此基础上,提出了未来TPACK领域理论研究与实践应用中值得关注的三个研究问题,以期能为该领域的理论与实践研究提供参考与借鉴。
Abstract：The TPACK framework has been recognized as an important theoretical foundation for technology integration,and TPACK research in which the TPACK framework is explicitly used in exploring teachers' teaching with technology has been flourishing especially in the field of educational technology research. This study is a literature review about TPACK of articles published between2005 and 2014. The purpose of the review was to investigate the current TPACK research progress which would be helpful for educators and researchers choosing appropriate topics for future study. By using bibliometrics research method,the study analyzed the basic data of these articles,and summarized some high- impact research groups and high citation articles in TPACK research. Furthermore,the status and trends of research were reviewed. Future directions for research were discussed.
[1]L.S.Shulman.Those Who Understand:Knowledge Growth in Teaching[J].Educational Research,1986,15(2):4-14.
[2][3][10][16]Koehler M.J.,Mishra P..What Happens When Teachers Design Educational Technology?The Development of Technological Pedagogical Content Knowledge[J].Journal of Educational Computing Research,2005,32(2):131-152.
[4][19]Chai,C.,Koh,J.,Tsai,C.,and Tan,L..Modeling Primary School Pre-Service Teachers'Technological Pedagogical Content Knowledge(TPACK)for Meaningful Learning with Information and Communication Technology(ICT)[J].Computers&Education,2011,57(1):1184-1193.
[5][11]Jang,S.-J.,Tsai,M.-F..Exploring the TPACK of Taiwanese Elementary Mathematics and Science Teachers with Respect to Use of Interactive Whiteboards[J].Computers&Education,2012,59(2):327-338.
[6][7][13][14][17]Angeli,C.,Valanides,N..Epistemological and Methodological Issues for the Conceptualization,Development,and Assessment of ICT-TPCK:Advances in Technological Pedagogical Content Knowledge(TPCK)[J].Computers&Education,2009,52:154-168.
[8][9][18]Cox,S,Graham,C.R..Diagramming TPACK in Practice:Using and Elaborated Model of the TPACK Framework to Analyze and Depict Teacher Knowledge[J].Tech Trends,2009,53(5):60-69.
[12][15]Mouza,C..Investigating the Impact of an Integrated Approach to the Development of Preservice Teachers'Technological Pedagogical Content Knowledge(TPACK)[J].Computers&Education,2014,71:206-221.
基本信息:
DOI：10.13927/j.cnki.yuan.2015.0061
中图分类号:G434
引用信息:
[1]张哲,张海,王以宁.国际TPACK理论研究综述:2005-2014[J].现代远距离教育,2015,No.162(06):10-15.DOI:10.13927/j.cnki.yuan.2015.0061.
基金信息:
2011年度教育部高等学校博士学科点专项科研基金课题(编号:20110043110013)“信息技术深层整合教学结构与教师教育技术学科化研究”;; 教育部人文社会科学研究项目青年基金项目(编号:11YJC880159)“下一代信息技术支持的教育技术实践监控与评价”的基金资助
2015-12-15
2015-12-15