基于社会生态系统理论的信息技术教师专业情意培养策略研究
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摘要
在"互联网+教育"快速推进、"三通两平台"普及应用、信息技术与教育教学深度融合背景下,培养信息技术教师专业情意,既是促进其专业发展的需要,也是教育信息化新发展阶段的内在要求。文章基于社会生态系统理论的视角,采用文献法、调查研究法分析了信息技术教师专业情意现状,全面考察了影响其专业情意的外部环境因素,在厘清专业情意与外部环境因素的多元互动关系基础上,从微观系统、中间系统、外部系统、宏观系统四个层次阐述了信息技术教师专业情意的培养策略。
Under the background of the rapid advancement of "Internet+Education",the popularization and application of "Three Links Two Platforms",and the deep integration of information technology and education,the cultivation of information technology teachers' professional affection is not only the need to promote their professional development,but also the inherent requirements for the new development stage of Education Informationization.Based on the perspective of Social Ecosystems Theory,this paper analyzes the status of information technology teachers' professional affection by using literature and investigation,comprehensively examines the external environmental factors that affect their professional affection,and clarifies the multiple interactions between professional affection and external environmental factors.On the basis,it explains the training strategies of information technology teachers' professional affection from the four levels,i.e. Microsystem,Mesosystem,Exosystem and Macrosystem.
Under the background of the rapid advancement of "Internet+Education",the popularization and application of "Three Links Two Platforms",and the deep integration of information technology and education,the cultivation of information technology teachers' professional affection is not only the need to promote their professional development,but also the inherent requirements for the new development stage of Education Informationization.Based on the perspective of Social Ecosystems Theory,this paper analyzes the status of information technology teachers' professional affection by using literature and investigation,comprehensively examines the external environmental factors that affect their professional affection,and clarifies the multiple interactions between professional affection and external environmental factors.On the basis,it explains the training strategies of information technology teachers' professional affection from the four levels,i.e. Microsystem,Mesosystem,Exosystem and Macrosystem.
引文
[1]教育部.教育信息化2.0行动计划[EB/OL].(2018-04-13)[2018-05-03].http://www.moe.gov.cn/srcsite/A16/s3342/201804/t20180425_334188.html.
[2]张世娇,王晓莉.教师韧性研究的新视角:社会生态系统理论[J].教师教育研究,2017,(6):123-128.
[3]HARDEN K P,TURKHEIMER E,LOEHLIN J C.Genotype by Environment Interaction in Adolescents’Cognitive Aptitude[J].Behavior Genetics(S0001-8244),2007,(2):273-283.
[4][7]周效章.信息技术教师专业情意:内涵、结构与培养策略[J].周口师范学院学报,2017,(3):130-136.
[5]李建辉,王志广.简论师范生的教师专业情意、态度与价值观[J].福建师范大学学报(哲学社会科学版),2013,(5):162-167.
[6]马晓玲,王蓉,李璐,等.中小学信息技术教师能力素质结构研究[J].中国电化教育,2011,(3):12-16.
[8]蒲大勇.教师要有专业理想[N].教育时报,2012-06-27(2).
[9]蒲大勇.教师如何提升专业情操[N].教育时报,2012-08-01(2).
[10]吴秋芬.教师专业性向的内涵及其特征[J].中国教育学刊,2008,(2):37-40.
[11]杨玲.论教师“专业自我”的失落与回归[J].思想理论教育,2006,(7/8):111-113.
[12]周效章.我国信息技术教师专业发展研究综述与思考[J].数字教育,2017,(1):25-29.
[13]逯行,李子运,李芒.国内整合学科的STEM教育教师专业发展研究[J].数字教育,2018,(3):6-12.
[2]张世娇,王晓莉.教师韧性研究的新视角:社会生态系统理论[J].教师教育研究,2017,(6):123-128.
[3]HARDEN K P,TURKHEIMER E,LOEHLIN J C.Genotype by Environment Interaction in Adolescents’Cognitive Aptitude[J].Behavior Genetics(S0001-8244),2007,(2):273-283.
[4][7]周效章.信息技术教师专业情意:内涵、结构与培养策略[J].周口师范学院学报,2017,(3):130-136.
[5]李建辉,王志广.简论师范生的教师专业情意、态度与价值观[J].福建师范大学学报(哲学社会科学版),2013,(5):162-167.
[6]马晓玲,王蓉,李璐,等.中小学信息技术教师能力素质结构研究[J].中国电化教育,2011,(3):12-16.
[8]蒲大勇.教师要有专业理想[N].教育时报,2012-06-27(2).
[9]蒲大勇.教师如何提升专业情操[N].教育时报,2012-08-01(2).
[10]吴秋芬.教师专业性向的内涵及其特征[J].中国教育学刊,2008,(2):37-40.
[11]杨玲.论教师“专业自我”的失落与回归[J].思想理论教育,2006,(7/8):111-113.
[12]周效章.我国信息技术教师专业发展研究综述与思考[J].数字教育,2017,(1):25-29.
[13]逯行,李子运,李芒.国内整合学科的STEM教育教师专业发展研究[J].数字教育,2018,(3):6-12.