文章通过新手教师在实践共同体中设计和制作微课这一研究,通过质性分析方法对其进行验证.研究表明,新手教师在微课教学设计阶段,PK提高显著;在实现设计阶段,TK提高非常明显;在微课设计和实现设计的整个过程,CK 元素在知识点的深度上有明显提高,TCK、TPK、PC 也有显著的提高;但是,新手教师还未能将技术功效、学科内容以及教学法进行有机地整合.基于学习活动类型选择教育技术运用、进行网络研修共同体的TPACK知识共享、开展真实教育情境的微格案例教学,将是提升新手教师TPACK的有效策略.%The project conducted a qualitative research on the novice teachers’ designing and making a micro-course in the community of practice. The results showed that in the stage of instructional design, the value of novice teachers’ PK improves tremendously. In the stage of design implementation, the TK value also had an evident increase. Moreover, in the designing and implementing process of the micro-course, the CK factor value improved significantly in the depth of knowledge, the same were values of TCK, TPK and PC. However, the novice teachers still cannot reach an organic integration of technology and subject teaching. Some effective strategies were therefore put forward, including the choice of appropriate teaching technology based on learning activity types, TPACK knowledge sharing based on online community of practice and the microteaching based on authentic teaching context.
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