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首页> 外文会议>International conference of educational innovation through technology >Micro-lesson Design: A Typical Learning Activity to Develop Pre-service Mathematics Teachers' TPACK Framework
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Micro-lesson Design: A Typical Learning Activity to Develop Pre-service Mathematics Teachers' TPACK Framework

机译：微课程设计：开发售前数学教师TPACK框架的典型学习活动

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This study is designed to determine whether micro-lesson design can become a typical learning activity of learning technology by design. In this study, the professional development course Educational Technology Application took by 80 pre-service mathematics teachers was studied, a systematic design of 12-week micro-lesson learning activity was made, Likert scale was developed to measure their views on the matching of micro-lesson design and TPACK, as well as their intention of improving the ability of integrating technology in instruction through micro-lesson design and their behavior. The results indicates that the majority of pre-service mathematics teachers believe that micro-lesson design incorporates technological knowledge, pedagogical knowledge and subject content knowledge, they have positive intention to develop the ability of integrating technology in instruction through micro-lesson design, and are making efforts to achieve the goal.
机译：本研究旨在确定微课程设计是否可以通过设计成为学习技术的典型学习活动。在这项研究中，专业发展课程教育技术申请乘以80名售前数学教师，进行了系统设计，制定了12周的微课程学习活动，李克特量表开发了对微观匹配的看法。无树设计和TPACK，以及他们目的通过微课程设计及其行为提高技术集成技术的能力。结果表明，大多数售前数学教师认为，微课程设计融合了技术知识，教学知识和主题内容知识，它们具有积极的意图通过微课程设计开发整合技术的能力，并且是努力实现目标。

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