【作 者】：
龙丽嫦， 梁志成， 尹 睿
【关 键 词 】：
创客教师； 教师知识结构； TPCK； TP-DCK； DCK
【栏 目】：
学科建设与教师发展
【中文摘要】：
“创客教师”是伴随创客教育热潮而涌现出的一类新的教师群体。“谁能胜任创客教师角色”“创客教师应具备什么知识结构”是培育创客教师必须回答的问题。文章在文献研究与创客师资培训扎根研究的基础上，首先指出创客教师具有跨领域性知识、造物实践能力、高阶思维和开源文化素养等独特性。然后，借鉴“整合技术的学科教学法知识”（TPCK）框架，针对创客教师在知识、能力和素养上所蕴含的为创新而变革的设计性知识和思维的需求，在原TPCK框架中增加设计（Design）要素，提出并优化构建“整合技术的设计性学科教学法知识”（TP-DCK）框架，明确指出设计性学科内容知识（DCK）是创客教师知识的核心主导要素。最后，揭示创客教师设计性学科内容知识的映射与转化机理，以期为创客教师的培养提供学理依据和创新思路。
【英文摘要】：
"Maker teachers" is a new type of teacher group that has emerged with the upsurge of maker education. Questions such as "who is qualified for the role of a maker teacher?" "What knowledge structure should a maker teacher have?" need to be answered to cultivate maker teachers. Based on the literature research and the grounded research of maker teacher training, this paper firstly points out that maker teachers have the characteristics of cross-domain knowledge, creative practice ability, high-level thinking and open source cultural accomplishment. Then, drawing on the framework of "Technological Pedagogical Content Knowledge"(TPCK), this paper adds "Design" to the original TPCK framework and proposes an optimized framework of TP-DCK in order to meet the needs of maker teachers in terms of their knowledge, abilities and literacy for design knowledge and thinking for innovation and change. It is clearly pointed out that DCK is the core and dominant element of maker teacher knowledge. Finally, this paper reveals the mapping and transformation mechanism of maker teachers' DCK, in order to provide the academic basis and innovative ideas for the training of maker teachers.