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教育技术和外语教学的 “深度整合”问题源于人们对技术与教学整合内涵的认识偏差：过度强调“学习者中心”，追逐技术的工具性优势，推崇建构主义教学法造成教师角色边缘化，技术应用僵化和教学模式单一化。从TPACK框架的角度讲，要实现虚拟现实等新兴技术与外语教学的对接，需仰赖教师的教学设计与行为决策，在充分理解技术工具功能可供性的基础上，实现学科内容、教学法与技术在整合过程中的动态平衡。
Abstract：Technology-assisted teaching has become the mainstream in foreign language education,but the “deep integration” of educational technology and foreign language teaching has not yet occurred.In fact,this issue stems from the misunderstanding of what accounts for the integration of technology and teaching:over-emphasis on “learner-centered” practice,over-pursuit of the instrumental advantages of technology,and excessive promotion of constructivist teaching methods result in the marginalization of teachers’ roles,the inflexibility of technology application and the homogeneity of teaching methods.From the perspective of the TPACK framework,to achieve the integration of emerging technologies such as virtual reality into foreign language teaching,it is necessary to rely on teachers’ instructional design and decision-making on the basis of a fully understanding of the affordances of technological tools,teaching content,pedagogy and the dynamic balance among them.
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基本信息:
DOI：10.13564/j.cnki.issn.1672-9382.2025.06.009
中图分类号:H3;G434
引用信息:
[1]刘倩,陈绮,管凌云.TPACK视域下信息技术与外语教学整合的意义重塑和应用突破——以VR外语教学为例[J].中国外语,2025,22(06):86-93.DOI:10.13564/j.cnki.issn.1672-9382.2025.06.009.
基金信息:
教育部人文社会科学研究青年基金项目“智慧教学环境中学习者对生态给养的感知与转化研究”（编号：24YJC880084）的阶段性研究成果