职前教师网络素质及其培养模式研究
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摘要
教育是一个使教育者和受教育者都变得更完善的职业，而且，只有当教育者更完善自己时，才能更有利于学生的完善与发展。信息技术的发展，网络的出现，促使不同于传统教育的新的教育的产生，新教育需要有新型的教师，同样也需要蕴育出新一代的教师。新一代的教师不仅需要掌握传统的教学方法、学科知识、教育理念，还必须掌握现代教育技术。他们要把握住时代的脉搏，利用新技术整合于他们的课堂之中，创新教学方法与策略，使教学效果达到最优化。
本论文通过问卷调查了解职前教师在他们即将走上教学岗位之际所具备的网络素质。问卷调查分别从职前教师的基本网络知识、掌握技术能力的情况、运用技术能力的情况、网络学习经历及对网络教学的理解这几方面展开的。目的是了解职前教师的网络素质现状，并就所了解的现状提出行之有效的培养策略。为职前教师的培养提供一个可供参考的教师教育培养方法。
本论文是通过调查研究的方法进行的。通过调查研究得出了现阶段职前教师的网络素质现状具有一定的现实意义，并提出职前教师所必须具备的网络素质的4个维度。这4个维度的素质是职前教师教育当务之急、必须很好的培养，只有获得了这些素质，这些未来的教师才能在他们以后的教学工作之中更好地运用网络整合于他们的日常的课堂之中，使他们的教学散发出令人着迷的良好效果。
许多研究结果表明，新教师具有按照他们当学生时被教的方法来教学的倾向。于是本文通过对学生的网络学习经历的调查阐明了现阶段我国各类培养教师的大学运用网络整合课堂的情况，并分析总结出了我国的大学运用网络的层次，由此提出了培养教师的大学教师应在他们的课堂上更多的运用网络与技术进行学科渗透的方法。从而为职前教师树立榜样，使职前教师在日常的学习之中获得默会的知识。
未来教师的质量是对作为个体的教师之理想形象的探讨。它与教育一样，是一个古老而又常唤起人重新思考的话题。当前，人们正在重新审视现有教育、找出它的问题、希望改变它的新的使命，与此同时，总会提出教师质量问题，为教师重新画像。近年来，随着对基础教育新的质量与目标的明晰，随着课程改革及教学改革的深化，国内外有关教师及教师教育的研究也日趋活跃，本研究顺应时代对未来教师的要求，对职前教师的网络素质现状而作出的一些调查研究，对我国的教师培养具有深刻的现实意义。
Education led educators and students to develop their competency, and it will accelerate students' progress when educator develop themselves incessantly. With the development of communication technology and the emergence of network, new education form has generated which is different from traditional education form. As a result, teacher should be trained according as the need of new education form. They must not only master traditional teaching method and subject knowledge but also master nowadays teaching idea and technology. They should create teaching means and strategies to improve teaching effect.
This thesis made a questionnaire to research preservice teacher in order to find out their competency of using network to teaching. The questionnaire includes basic network knowledge, capability of mastering technology, capability of using technology and experience of study with network and the understanding of network learning. The aim is to know the status of preservice teacher mastering knowledge and skill of network and put forward a workable train strategy.
The result of this thesis is meaningful. It propones 4 dimensional competency of network that preservice teacher should be grasped. Only has tomorrow teacher attained those competency that they would use web and technology to daily teaching effectually.
Many research show that new teacher always teach their students in term of their being taught. As this, the thesis investigated preservice teachers" experience of web learning, and according that, we get the level of university integrating network into teaching nowadays. Thereout, the thesis suggest that the teacher lecturers are expected to integrate technology into their teaching in order to erect example which preservice teachers can model.
The question of future teachers" competency is a rethinking topic same to education, nowadays, people is rethinking the essence of education, and finding out the shortage. At the same time, teachers should promote their competency to meet the need of education reform. The thesis conceives the training strategy of preservice teachers and has a profound research.
本论文通过问卷调查了解职前教师在他们即将走上教学岗位之际所具备的网络素质。问卷调查分别从职前教师的基本网络知识、掌握技术能力的情况、运用技术能力的情况、网络学习经历及对网络教学的理解这几方面展开的。目的是了解职前教师的网络素质现状，并就所了解的现状提出行之有效的培养策略。为职前教师的培养提供一个可供参考的教师教育培养方法。
本论文是通过调查研究的方法进行的。通过调查研究得出了现阶段职前教师的网络素质现状具有一定的现实意义，并提出职前教师所必须具备的网络素质的4个维度。这4个维度的素质是职前教师教育当务之急、必须很好的培养，只有获得了这些素质，这些未来的教师才能在他们以后的教学工作之中更好地运用网络整合于他们的日常的课堂之中，使他们的教学散发出令人着迷的良好效果。
许多研究结果表明，新教师具有按照他们当学生时被教的方法来教学的倾向。于是本文通过对学生的网络学习经历的调查阐明了现阶段我国各类培养教师的大学运用网络整合课堂的情况，并分析总结出了我国的大学运用网络的层次，由此提出了培养教师的大学教师应在他们的课堂上更多的运用网络与技术进行学科渗透的方法。从而为职前教师树立榜样，使职前教师在日常的学习之中获得默会的知识。
未来教师的质量是对作为个体的教师之理想形象的探讨。它与教育一样，是一个古老而又常唤起人重新思考的话题。当前，人们正在重新审视现有教育、找出它的问题、希望改变它的新的使命，与此同时，总会提出教师质量问题，为教师重新画像。近年来，随着对基础教育新的质量与目标的明晰，随着课程改革及教学改革的深化，国内外有关教师及教师教育的研究也日趋活跃，本研究顺应时代对未来教师的要求，对职前教师的网络素质现状而作出的一些调查研究，对我国的教师培养具有深刻的现实意义。
Education led educators and students to develop their competency, and it will accelerate students' progress when educator develop themselves incessantly. With the development of communication technology and the emergence of network, new education form has generated which is different from traditional education form. As a result, teacher should be trained according as the need of new education form. They must not only master traditional teaching method and subject knowledge but also master nowadays teaching idea and technology. They should create teaching means and strategies to improve teaching effect.
This thesis made a questionnaire to research preservice teacher in order to find out their competency of using network to teaching. The questionnaire includes basic network knowledge, capability of mastering technology, capability of using technology and experience of study with network and the understanding of network learning. The aim is to know the status of preservice teacher mastering knowledge and skill of network and put forward a workable train strategy.
The result of this thesis is meaningful. It propones 4 dimensional competency of network that preservice teacher should be grasped. Only has tomorrow teacher attained those competency that they would use web and technology to daily teaching effectually.
Many research show that new teacher always teach their students in term of their being taught. As this, the thesis investigated preservice teachers" experience of web learning, and according that, we get the level of university integrating network into teaching nowadays. Thereout, the thesis suggest that the teacher lecturers are expected to integrate technology into their teaching in order to erect example which preservice teachers can model.
The question of future teachers" competency is a rethinking topic same to education, nowadays, people is rethinking the essence of education, and finding out the shortage. At the same time, teachers should promote their competency to meet the need of education reform. The thesis conceives the training strategy of preservice teachers and has a profound research.
引文
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[3]Persichitte, K. A., Tharp, D. D. & Cafferella, E. P. The use of Technology by Schools, Colleges, and .Departments of Education. Washington, DC: American Association of Colleges of Teacher Education. 1996
[4]刘延中．美国高等师范教育改革简述．教育研究，2001．11
[5]刘向永 董玉琦，英国基础教育信息化现状及其分析．http://www. edu. cn/20011221/3014924_1, shtml
[6]Moursund, D. & Bielefeldt, T. Will new teachers be prepared to teach in a digital age? A National Survey on Information in Teacher Education. Santa Monica, CA: Milken Exchange on Education Technology. 1999
[7]National Council for Accreditation of Teacher Education, Task Force on Technology and Teacher Education. Technology and the New Professional Teacher: Preparing for the 21st Century Classroom. Washington, DC: Author. http:// www.ncate. org/projects/tech/TECH, HTM.
[8]鲍宗豪．网络价值辨析．鲍宗豪．网络与当代社会文化．上海：上海三联出版社，2001．16—34
[9]叶澜．教师角色与教师发展新探．北京：教育科学出版社，2001．78—94
[10]教育部关于推进教师教育信息化建设的意见．http://www. moe. edu. cn/wreports/20020004/01. htm
[11]Help! Teacher Can't Teach! Time June 16. 1980.
[12]国家教育优异委员会．国家在危急之中：教育改革势在必行．李亚玲译．马骥雄选编．教育学文集·美国教育改革．北京：人民教育出版社，1990．586—617
[13]霍姆斯小组．霍姆斯协会报告：明天的教师．范定编译．外国教育资料，88，6
[14]Fenis McQuail and Sven Windahl．大众传播模式论．上海：上海译文出版社，1987
[15]范良火．教师教学知识发展研究．上海：华东师范大学出版社，2003．39～41
[16]Lynda Fielstein & Patricia Phelps著．于建平，等译．教师新概念．北京：中国轻工业出版社，2002．
[17]叶澜．教师角色与教师发展新探．北京：教育科学出版社，2001．243～255
[18]郑金洲．陶保平，孔企平．学校教育研究方法．北京：教育科学出版社．2003．237～251
[19]韩延明．大学教育现代化．济南：山东教育出版社，2000
[20]于漪主编．现代教师学概论．上海：上海教育出版社，2001
[21]陈建翔，王松涛．新教育：为学习服务．北京：教育科学出版社，2002．43～50
[22]陈永明．教师教育研究．上海：华东师范大学出版社，2003．1～40
[23]钟志贤．远程教育导论．北京：高等教育出版社，2001
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