【作者】 向辉；

【导师】 刘晋萍；

【作者基本信息】 华中师范大学 ， 现代教育技术， 2008， 硕士

【摘要】 为适应信息化社会的发展要求,以信息化带动教育现代化,我国必须加强教师教育技术培训,大力提高教师运用现代教育技术的水平。当前基础教育课程改革和“农村中小学现代远程教育计划”实施,使广大教师的教育技术能力面对巨大挑战。作者所在的中部地区数量巨大、基础相对薄弱的基层学科教师如何应对标准,迎接挑战?这一课题成为本研究所选。本研究共分六个章节,其中“绪论”介绍了研究的背景、现状、问题、价值和方法,第二至四章则系统考察教师教育技术能力发展要求、标准,剖析中部的现状及阻碍,提出了相应的发展策略,开展项目试点,分析对照实验得出结论。最后一章总结了本研究的成果、问题,展望发展。本文通过界定教师专业化内涵、信息化进程中教师的专业知能等理论,得出教学质量提高必须由达到专业化标准的教师实现。通过《中小学教师教育技术能力标准》(简称《标准》)的制定意义、体系结构、基本内容、贯彻实施的解析和NTET考试的说明,得到标准化的教师信息化专业知能发展指南与项目设计依据。作者依托《标准》以问卷调查、访谈、现场观察、个案追踪等方式,在湖北洪湖、河南信阳等五县市,调查教师教育技术能力的现状,分析与《标准》的差距,探寻阻碍及影响能力提升因素的。论文梳理有效教师教育技术能力发展模式方面理论,根据成功要素的特征,提出自己的解决方案——行动学习。此部分笔者认为:行动学习其实是贯穿各种模式的通用方法,不管具体用何发展模式,都可在《标准》目标指导下,按“行动→反思→新的计划→更新的行动”的循环开展以共同体为核心,用支持平台在场/在线开展讨论、反思。本研究设计了行动学习能力发展项目,重点解决实践中支持平台的选取问题,归纳了选取原则与使用方法。最后,笔者在湖北省洪湖贺龙高级中学开展项目试点。通过行动学习组与非行动学习组的对照实验,比较分析得出结论:通过学习、工作、研究相结合的行动学习模式,用《标准》作发展目标,学习共同本为核心,支持平台的资源/工具持续支持,可以有效促进中部基层中小学学科教师教育技术能力发展。更多还原

【Abstract】 To adapt the development of information society,to guide the education modernization by IT,we must strengthen teachers’ educational technique training; enhance the teachers to utilize the level of the modern education technology and the information degree.Currently Basic education curriculum reform and the "modern distance education in rural primary and secondary schools" implemented,so that the majority of teachers in educational technology to face enormous challenges.The Author in central province,where large quantities,relatively weak base of grass-roots discipline teachers how to deal with standards and meet the challenges? So I chose it as my research direction.This M.A.thesis is divided into six chapters,The "Introduction "which introduces the research of the issue,research the background,status,value and methods.From chapter 1 to chapter 4 that systematically investigated Teacher Education technical capacity development requirements,standards,analysis the central region status quo and obstacles in,the corresponding development strategies,Pilot projects,analysis of controlled experiment concluded.Last chapter summarizes the results of this study,the problem and looking forward to development.By defining of "the teacher specialization connotation,in the Education Information processes the teachers’ professional competency" theory,I see that improve the quality of teaching Realize by the professional standard of teachers.Through the "Elementary and Middle Schools Teacher Educational Technique Ability Standard"("Standard") significance of the development,architecture,the basic content and that of the implementation of the analytical and NTET examination shows,I see that is standardized development guidelines,and the basis for project design.Relying on "standards",by questionnaire survey,interview,spot inspection,case tracing ways of and so on,in Hong hu of Hubei Province,Xinyang of Henan Province and so on five county cities,we investigated the educational technical capacity status of non-technical professional educational teachers in fundamental schools in central provinces,analysis the gap between them,and explored factors which obstruct or affect the development.The Papers organize the effective teacher educational technique ability development model aspect theory,according to the successful essential factor the characteristic,proposes own solution - - action learning,here the author thought:Action Learning is connected through various modes of the universal method,no matter by what specific model of development,by "standard" as the objective guided to,according to "action→reflection→new plan→updated action" cycle,the Community as the core,To carry out the platform used to support the presence / online discussion,reflection.This study was designed to develop action learning projects,focused on solving the practice of supports the platform the selection question,compress into the principle of selection and use of the platform.Finally,in He Long Senior Middle School in Hubei Province the author took a pilot project.Through action learning group and non-action study of the control group, comparative analysis concluded:Through action learning group and non-action study of the control group,comparative analysis concluded:study,work,study a combination of action learning mode,with "standard" for the development of goals,learning together as the core of this,support the platform resources /Tools continued support,can effectively promote the discipline of teachers in primary and secondary schools in central grass-roots educational technology capacity development.更多还原