【作者】 徐冲；

【导师】 李玉斌；

【作者基本信息】 辽宁师范大学 ， 教育技术学， 2010， 硕士

【摘要】 中小学教师教育技术能力的培养和提高是新一轮基础教育改革成败的关键因素之一,对于优化课堂教学提高教学质量有一定的指导意义,也是教师专业化发展和我国信息化教育的重要体现,更是教师终身学习的必然要求。不可否认的是,近年来中小学教师通过教育技术能力培训,其教育技术能力和素质得到了普遍的提升,对于教学设计,教学资源的开发和应用都有一定程度的提高,然而,我们通过调查和访谈发现,教师真正地将教育技术运用于学科教学实践中还存在一定的差距。教师的反思正是连接理论和实践之间的桥梁,是将教育教学的先进理念和手段运用到课堂教学的支柱,教师的专业发展就是自我反思的过程,美国心理学家波斯纳(G.J.Posner)也给出了“教师成长=经验+反思”的教师发展模式。本文就是从培养“反思型教师”的视角,指出教育技术培训中缺乏对教师反思能力的培养,提出在教师教育技术能力培养过程中影响教师反思的因素,并通过实证研究证明这些因素与教师反思能力的相关性,最后根据影响因素给出教师教育技术能力培训中培养教师反思能力的建议。本研究所做的工作如下:1.通过查阅教育技术核心期刊和相关书籍、教师教育技术能力网站和利用各种引擎搜索明确教师教育技术能力和反思的含义、“反思型教师”的概念及特征、以及教师反思能力的构成和影响教师反思能力的因素,为本研究奠定了理论基础。2.由查阅的资料和通过与专家、教师的访谈,明确本研究的变量,自变量是影响教师反思的因素,笔者提出四个影响因素——教师教育技术素质、成就动机、教学效能感和教师的经验,因变量是教师的反思能力,由教师的教学监控能力(教学反思)和教师的自我监控能力(自我反思)组成。由此架构了本研究的理论假设:每个自变量均对每个因变量有显著影响。通过这些假设设计一份有关教师反思能力的量表——《中小学教师反思能力问卷》。3.通过对问卷的数据进行分析,提出在教育技术能力培训中培养教师反思能力的策略: (1)加强教师教育技术素质,促进教师反思(2)采用多种培训和评价方式和形式,提升教师的成就动机(3)引导教师对自我行为进行正确的归因,提高教师的教学效能感(4)配合教师体验变革的成功,转变教师已有观念。更多还原

【Abstract】 The cultivation and improvement about education technology on elementary and middle school teachers is the key factor in the success or failure of the new round of reform of basic education, to optimize the quality of classroom teaching and to improve teaching has some significance, is also a teacher professional development and information technology education in our country an important manifestation, especially is a necessary requirement for lifelong learning of teachers. It is undeniable that in recent years, through the educational technology training, the capacity and quality of their education technical has been the improvement in general, for instructional design, development and application of teaching resources have improved to some extent, however, it is discoveries that there is a gap from educational technology theory to teaching practice through surveys and interviews. Teacher reflection is the connecting bridge between theory and practice and the backbone of the advanced concepts and methods applied to classroom instruction. Teacher professional development is the process of self-reflection, the U.S. psychologist Posner (G. J. Posner) also gives the "Teacher Growth = experience + reflection" of the teacher development model.This article is from the perspective of the training "reflective teacher" that in the process of the cultivation of the educational technology capacity is the lack of the training in reflection on the ability of teachers and points out the factors of affecting teachers to reflective. By empirical studies it has shown that these factors and teacher reflection ability of the correlation factors are existed. Finally, according to these factors it is put forward the proposal that in the process of educational technology training how to train teachers the ability to reflect.The following is the research done:1.By consulting the core of educational technology journals、books、the sites about teacher educational technology skills and use of engine to find concept and characteristics, and the ability of teachers to reflect on the composition and impact of teachers the ability to reflect factors, which has laid a theoretical foundation for this study. 2. Through the access to information and with experts, interviews with teachers find out the study variables. Independent variable is reflective factors that affect teachers and the author proposes four factors - the quality of teachers in educational technology, achievement motivation, teaching efficacy and teachers experience, the dependent variable is the ability to reflect teachers. The ability to reflect teachers is composed of the teachers’ capacity of teaching monitoring (teaching reflection) and the teachers’ capacity of self-monitoring ability (self-reflection). This framework theoretical hypothesis of this study: each independent variable on each dependent variable has a significant effect. With these assumptions it is designed a questionnaire on teacher reflection ability-《Teachers the ability to reflect the questionnaire》. 3.Through the questionnaire data analyzed proposes the strategy the training capacity of teachers reflect in the educational technology training:(1) enhance the quality of teacher educational technology to promote teacher reflection.(2) Use a variety of ways and forms of training to advance the achievement motivation of teachers.(3) Guide teachers to self-correct attribution of conduct to improve efficacy of teachers.(4) Coordinate successful experience with the teachers to change the old perceptions.更多还原