数字时代中小学教师应具备哪些知识？－对九种技术整合教学模型及框架的比较研究

What Knowledge Should K-12 Teachers Master in the Digital Age? Review and Analysis on Nine Models and Frameworks on Technology Integration

焦建利(Jiao Jianli) ； 周晓清(Zhou Xiaoqing) ； 赵小勇(Zhao Xiaoyong)

《华文学刊》 40期 (2022/12) Pp. 1-22

摘要

技术与教学整合是数字时代所有中小学教师面临的共同挑战，华文教师亦不例外。为系统梳理数字时代中小学教师应具备的知识结构，本文构建了明确性、兼容性、指导性、以学生为中心四维度评价标准，采用内容分析法，对TPACK模型、RAT模型、SAMR模型等九种典型的技术整合教学模型或框架进行比较分析。研究发现了不同的模型及框架：（1）在上述四个维度存在共性与差异；（2）存在不同发展阶段及关注视角的内在联系。中小学教师技术整合教学实践涉及的知识类型不断变化，并存在明显的阶段规律。未来，华文教师技术整合教学的研究与实践，应整合不同模型和框架，把握阶段规律，以应对信息化教学与教师专业发展的挑战。

關鍵字

中小学教师 ； 技术整合 ； 资讯科技辅助教学 ； 知识 ； 模型 ； 框架

並列摘要

In the digital age, all the K-12 teachers will confront with the challenge of how to integrate technology into teaching all over the world, of course including the Chinese as a Foreign Language (CFL) teachers. To explore the knowledge structure which K-12 teachers should acquire in the digital age, this study constructs four dimensions as follows: clarity, compatibility, direct guide to practice, and student-orientation. Aligning with the content analysis method, authors evaluated and analysed nine typical technology integration models and frameworks, such as TPACK, RAT, SAMR, etc. The findings indicated that different models and frameworks are: (1) partly the same and different in afore-mentioned four dimensions; (2) having inner relationship such as staying on different development stages and having different focal points. And we found that the knowledge type involved in technology integration with instruction of K-12 teachers is constantly changing and there are obvious phase characteristics. Future research and practice of technology integration of CFL teachers should combine different models and frameworks from a holistic perspective, grasping rules of different stages to encounter the challenge of technology integration and teacher professional development in the digital age.

並列關鍵字

K-12 teachers ； technology integration ； knowledge ； models ； frameworks