面向教育信息化的陕西农村学教师教育技术能力发展研究

【作者】 李靖；

【导师】 张文兰；

【作者基本信息】 陕西师范大学 ， 教育技术学， 2008， 硕士

【摘要】 随着教育信息化和农村远程教育的发展,如何充分利用信息技术和远程教育方式促进农村地区教育的跨越式发展以及教师自身专业化发展是当前农村教育的一个重要课题,但要真正使其得到落实,教师的专业发展(教育技术能力方面)便是当务之急。本文主要通过查阅文献、问卷调查、实地考察和访谈等方法,对农村地区教师面向信息化的专业发展进行研究,并分析其中存在的问题。笔者的研究思路是这样的:在研究前期,对教师专业发展的问题,需要搜集大量的相关文献资料。以求了解国内外教师专业发展研究的水平、研究遇到的问题、相应的对策。一方面力求避免重复他人研究,同时也为后续的研究工作奠定了理论基石。在这一环节中用到文献调查的方法,对资料加工整理,提取和研究密切相关的信息。第二阶段:对农村教师的专业发展现状进行了解分析。采用问卷调查、现场观察与访谈相结合的方式,判断实验区教师的专业发展水平,进一步聚焦研究问题。第三阶段:针对这些问题笔者从四个方面切入,设计干预方案和相应策略。在干预的实施中观察研究对象的变化,记录出现的问题,并且在力求全面了解研究效果的同时,有侧重的选择三名农村教师进行干预效果的确认和验证,从而在研究的过程中不断进行方案的修改和调整。第四阶段:提炼总结阶段。从研究对象的成长经历中,提炼教师个人的成长经验,形成面向信息化的教师专业发展的方法和思路。通过对影响教师信息技术教学应用能力发展的因素进行深入、细致地分析,结合个案对农村教师信息技术教学应用能力提供发展的途径和建议。学校“技术型教师”的发展可以借鉴这样的发展轨迹:“从理论的学习——理论的实践——在实践中发现教学不足——技术的补充——总结提炼”。而对于一般学科教师,笔者则建议采用“技术学习——在教学实践中体会技术的优势利不足——学习理论指导问题解决——总结提炼”的发展方式可能更加适合。同时,对不同层面的对象我们的干预手段和态度也有所不同,在文章中将进行具体阐述。总结来说,我们的培训形成了——以教学设计为主线,从对实际教学案例的点评入手,深化教学理论的学习,以实际案例中教学问题的解决为起点,引发对技术学习和资源应用的热情。并且采用任务驱动的方式,提高培训效率和教师参与培训的积极性。更多还原

【Abstract】 Along with education information and the development of distance education in rural areas, how to make full use of information technology and distance education in rural areas to promote education and development by leaps and bounds in their own professional development of teachers is the current rural education an important issue, but to get it Implementation, teacher development (capacity of educational technology) is the top priority.In this paper, mainly through access to literature, surveys, site visits and interviews, and other methods, teachers in rural areas for the professional development of information technology research and analysis of existing problems. The author of thinking is this: Early in the study of teacher professional development, the need to collect a large number of relevant literature. To the professional development of teachers at home and abroad to understand the level of research, study the problems encountered, the corresponding countermeasures. On the one hand, seeks to avoid duplication with other research, but also for the follow-up research work has laid a theoretical foundation. In this part of the literature survey methods used to collate information processing, extraction and research closely related to the information.The second stage: the professional development of teachers in rural areas to find out about the teaches’status. Using the methods of a questionnaire survey, on-site observation and a combination of interviews, the district judge of the professional development of teachers, focusing on the issue further. Stage 3: In view of these problems the author from the four intercept and design of intervention programmes and the corresponding strategy. Intervention in the implementation of the study observed the changes, record the problems, and to a comprehensive understanding of the research results at the same time, focus on the choice of three rural teachers to intervene to confirm and verify the results, in the course of ongoing Programme changes and adjustments. Phase IV: Aggregate extraction stage. From the study of the growth experienced in the refining teachers personal growth experience, information-oriented form teacher professional development methods and ideas.Try to pass the analysis being in progress thorough , in a meticulous way to the factor that the ability affecting teacher IT teaching application develops, the ability applying to rural area teacher IT teaching develops simultaneous be tied in wedlock case having provided approach and suggestion. Development of school "pivot" can use such a development trajectory for reference: "From the theory studying the theory practice refines in the complement summary discovering the insufficient technology of teaching in practice". But, to the sort, the teacher , the researcher suggest adopt "a technology to study advantage experiencing a technology in practice in teaching and be not worth studying theory guiding a problem to resolve the development way that the summary refines " may further are suitable for then.At the same time, the object of our different levels of intervention means and attitudes are different, in the article will be carried out specifically addressed. In conclusion, we formed a training to teaching design the main line, from the practical teaching Comments start with the case, deepening the teaching theories of learning and teaching in actual cases to resolve the problem as a starting point, the trigger for technical study and application of resources Enthusiasm. And a mission-driven approach, improve the efficiency and training of teachers participate in the training initiative.更多还原