信息技术环境下小学语文教师教学深度融合的途径——以TPACK理论为基础
Ways of Deep Integration of Primary School Chinese Teachers’ Teaching in the Information Technology Environment—Based on TPACK Theory

教育信息化2.0时代对教师TPACK能力的提高和将学科教学知识与信息技术的深度融合有了更高要求。在对深度融合进行研究的过程中，不只有信息技术是变量，教学方式和教学内容也当作为影响变量。允许更多不同因素的组合是教师TPACK能力提高和深度融合的前提条件。考虑学科的特殊性，根据小学语文学科特点去设计信息化的教学方案是深度融合关键。TPACK对教师教育技术者的角色给予了重视，促进了教师的角色转变，不再只是传统的知识占有者、传授者，有利于推动教学变革，将目光更多聚焦于教师学习技术整合的内在过程、个体知识发展以及教学方式内容的革新。我国小学语文与信息技术的整合在实践中仍然存在诸多问题。针对这些存在的问题，本文主要从学校、教师这两大方面提出了具体的解决途径。
In the era of education information 2.0, there are higher requirements for the improvement of teachers’ TPACK ability and the deep integration of subject teaching knowledge and information technology. In the study of deep integration, not only IT is a variable, but also teaching methods and content should be used as influencing variables. Allowing for a greater combination of different factors is a prerequisite for teachers to improve their TPACK skills and deeper integration. Considering the particularity of the subject, it is the important point of deep integration to design the information-based teaching scheme according to the characteristics of the primary Chinese subject. TPACK places emphasis on the role of the teacher as an educational technologist and facilitates a change in the teacher’s role from that of a traditional knowledge possessor and transmitter, to one that is conducive to pedagogical change, focusing more on the teacher’s internal process of learning technology integration, individual knowledge development and the innovation of the content of teaching methods. The integration of primary school Chinese and information technology in China still has many problems in practice. In view of these existing problems, this paper puts forward specific solutions from two major aspects: schools and teachers.