行动学习在中部基层中小学学科教师教育技术能力发展中的实践研究
|
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。
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.
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。
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.
引文
[1]刘捷:《专业化:挑战21世纪的教师》,第6页,教育科学出版社,2002。
[2]联合国教科文组织国际教育发展委员会编笔著:《教育--财富蕴藏其中:国际21世纪教育委员会报告》,第142页,教育科学出版社,1996。
[3]参见谢安邦:《论师范教育的特性》,载《高等师范教育研究》,1994(2)。
[4]National Board for Professional Teaching Standards,What Teachers Should Know and Be Able to Do,http://www.nbpts.org/standards,2001/11.
[1]参见《教师资格条例》实施办法,由中华人民共和国教育部令第10号,2000年9月23日发布实施,来源:中华人民共和国教育部网站 http://www.moe.edu.cn/moe-dept/renshi/zhcgzhb.htm,2001/11。
[2]刘捷:《专业化:挑战21世纪的教师》,第153页,教育科学出版社,2002。
[3]钟启泉:《知识社会与学校文化的和重塑》,载《教育发展研究》,2002(1)。
[4]Darting-Hammond,L.(?)Sykes,G.(1999).Teaching as the Leaming Profession:Handbook of Policy and Practice.Jossey-Bass Hawley.
[1]此表参考了Collins,D.(1997).Achieving Your Vision of Professionat Devetopment.(Office of Educational Research and Improvement,U.S.Department of Education,Under Contract No.RJ96006701).
[1]《教育部关于推进教师教育信息化建设的意见》,教师[2002]2号,2002年3月1日。
[2]祝智庭:《教育信息化:教育技术的新高地》,载《中国电化教育》,2001(2)。
[3]祝智庭:《教育改革与教育信息化》,载《教育信息报[理论研究]》,2002。12(4)。
[4]《教育部关于在中小学实施“校校通”工程的通知》,http://www.edu.cn/20021119/3072499.htmt,2003/06。
[1]这是一句著名的谚语,原文为:from sage on the stage to guide on the side.
[2][加]迈克尔·富兰。中央教育科学研究所译:《变革的力量--透视教育改革》,第20页,教育科学出版社,2000。
[3]《教育部关于推进教师信息化建设的意见》,教师[2002]2号,2002年3月1日。
[1]祝智庭,顾小清:《信息素养:信息技术教育的核心》,载《中小学信息教育》,2002(1)。
[1]祝智庭:《教育信息化与教育改革》,演讲稿(未发表),2001.3。
[1]《中小学教师教育技术能力标准(试行)》:《中国远程教育》2005年02期
[1]参见Teachers' Beliefs and Technology Integration:Different Values,Different Understandings,Center for Technology in Education,Technical Report No.6,New York,NY:Bank Street College of Education,1990.
[1]Joan L.Herman the Effects of Technology in School Reform,in B.Means(ed.)(1994).Technology and Education Reform The Reality Behind The Promise,San Francisco:Josses Bass.
[2]Barbara Means et al.(1993).Using Technology to Support Education Reform,OR-93-3231.Washington,DC:U.S Departments of Education,Office of Research,pp.83-84.
[1]Murray,J.(1995)."Training" is for Dogs:Teachers Teach;Teachers Leam,http://arlo.wilsonhs.pps.k12.or.us/inet95.html,2002/09.
[2]McKenzie,J.(1991).Designing Staff Development for the Information Age.From Now On,1(4),Online Available at:http://www.pacificrim,net/-mckenzie/fnoapr91.heml,2002/09.
[3]Bennett,C.K.(1994).Reconceptualizing Staff Development for Technology Diffusion.Journal of Information Technology for Teacher Education,3(2):147-162.
[4]Murray,J.(1995)."Training" is for Dogs:Teachers Teach;Teachers Leam, http://arlo.wilsonhs.pps.k12.or.us/inet95.html,2002/09.
[1]McKenzie,J.(1993).Staff Development for New Technologies,http://www.pacificrim.net/-mckenzie/staffd.html,2002/09.
[2]Darling Bockisch,S.(1995).Key Elements to Successful Staff Development,http://www.u.arizona.edu/ic/imp.tech/sd.key.issues.html,2003/03.
[3]McKenzie,J.(1991).Designing Staff Development for The Information Age.From Now On,1(4),Online Available at:http://www.pacificrim.net/-mckenzie/fnoapr91.html,2002/09.
[4]Thurston,C.O.,Scares,E.D.(?)Levin,J.A.(1996).Teaching Teteapprenticeships:An Innovative Model of Technology Integration in Teacher Education,http://www.educ.ksu.edu/projects/jrce/v28-5/thurston/article/main.htm.2002/10.
[5]Hoffman,B.(1996).School Technology Integration:An Automated Needs Assessment and Planning Tool,http://www.webcom.com/journal/hoffman.html,2002/10.
[1]Becker,J.(1997).Peer Coaching for the Improvement of Teaching and Leaming,http://www.teachnet.org/NTPI/finals/becker.htm,2002/10.
[2]祝智庭:《面向信息化教育的教师培训模式》,载《全球教育展望》,2001(11)。
[1]See McKenzie,Jamie.(1999).How Teachers Leam Technology Best,Bellingham,WA:FNO Press,199.
[2]Preston,A.P,Biddte,G.,To be or not to be ?:Making a Professionat career choice.International Journal of Career Management,94(6):28-32.
[1]顾泠沅,王洁:《教师在教育行动中成长》,载《课程·教材·教法》,2003(1-2)。
[1][英]伊恩·麦吉尔,利兹·贝蒂著,中国高级人事管理官员培训中心译:《行动学习法》,第78页,华夏出版社,2002.
[2]顾小清:《数字时代的专业发展--在线学习共同体的作用》,载《开放教育研究》,2003(2)。
[1][英]伊恩·麦吉尔,利兹·贝蒂著,中国高级人事管理官员培训中心译:《行动学习法》,第153页,华夏出版社,2002
[1]祝智庭、顾小清:《论信息技术在基础教育新课程教学中的作用》,载《全球教育展望》,2004(3)。
[1][加]马克斯·范梅南著,宋文广等译:《生活体验研究--人文科学视野中的教育学》,第84页,教育科
1.教育部关于印发《中小学教师教育技术能力标准(试行)》的通知教师[2004]9号[S]
2.教育部关于启动实施全国中小学教师教育技术能力建设计划的通知[2005]5号
3.教育部师范司印发的《中小学教学人员(初级)教育技术能力培训大纲》教师司[2005]25号
4.何克抗.关于《中小学教师教育技术能力标准》,电化教育研究,2005.4
5.苗逢春.《中小学教师教育技术能力标准(试行)》:内容解读与实施建议,人民教育[J].2005 13-14
6.傅德荣.中小学教师教育技术标准研制的若干问题探讨,中国电化教育[J],2004.5
7.黄荣怀,张进宝.关于《中小学教师教育技术能力标准(试行)》的对话,信息技术教育[J],20053
8.祝智庭.《教育技术培训教程》(教学人员版.初级)[M],北京师范大学出版社,2006年2月第二版
9.陈琳.现代教育技术[M],河海大学出版社,2005年第2版
10.[美]雪伦.B.梅里安.成人学习理论的新进展[M],中国人民大学出版社,2006年5月第1版
11.祝智庭.中国基础教育信息化进展报告,中国电化教育[[J],2003.9
[2]联合国教科文组织国际教育发展委员会编笔著:《教育--财富蕴藏其中:国际21世纪教育委员会报告》,第142页,教育科学出版社,1996。
[3]参见谢安邦:《论师范教育的特性》,载《高等师范教育研究》,1994(2)。
[4]National Board for Professional Teaching Standards,What Teachers Should Know and Be Able to Do,http://www.nbpts.org/standards,2001/11.
[1]参见《教师资格条例》实施办法,由中华人民共和国教育部令第10号,2000年9月23日发布实施,来源:中华人民共和国教育部网站 http://www.moe.edu.cn/moe-dept/renshi/zhcgzhb.htm,2001/11。
[2]刘捷:《专业化:挑战21世纪的教师》,第153页,教育科学出版社,2002。
[3]钟启泉:《知识社会与学校文化的和重塑》,载《教育发展研究》,2002(1)。
[4]Darting-Hammond,L.(?)Sykes,G.(1999).Teaching as the Leaming Profession:Handbook of Policy and Practice.Jossey-Bass Hawley.
[1]此表参考了Collins,D.(1997).Achieving Your Vision of Professionat Devetopment.(Office of Educational Research and Improvement,U.S.Department of Education,Under Contract No.RJ96006701).
[1]《教育部关于推进教师教育信息化建设的意见》,教师[2002]2号,2002年3月1日。
[2]祝智庭:《教育信息化:教育技术的新高地》,载《中国电化教育》,2001(2)。
[3]祝智庭:《教育改革与教育信息化》,载《教育信息报[理论研究]》,2002。12(4)。
[4]《教育部关于在中小学实施“校校通”工程的通知》,http://www.edu.cn/20021119/3072499.htmt,2003/06。
[1]这是一句著名的谚语,原文为:from sage on the stage to guide on the side.
[2][加]迈克尔·富兰。中央教育科学研究所译:《变革的力量--透视教育改革》,第20页,教育科学出版社,2000。
[3]《教育部关于推进教师信息化建设的意见》,教师[2002]2号,2002年3月1日。
[1]祝智庭,顾小清:《信息素养:信息技术教育的核心》,载《中小学信息教育》,2002(1)。
[1]祝智庭:《教育信息化与教育改革》,演讲稿(未发表),2001.3。
[1]《中小学教师教育技术能力标准(试行)》:《中国远程教育》2005年02期
[1]参见Teachers' Beliefs and Technology Integration:Different Values,Different Understandings,Center for Technology in Education,Technical Report No.6,New York,NY:Bank Street College of Education,1990.
[1]Joan L.Herman the Effects of Technology in School Reform,in B.Means(ed.)(1994).Technology and Education Reform The Reality Behind The Promise,San Francisco:Josses Bass.
[2]Barbara Means et al.(1993).Using Technology to Support Education Reform,OR-93-3231.Washington,DC:U.S Departments of Education,Office of Research,pp.83-84.
[1]Murray,J.(1995)."Training" is for Dogs:Teachers Teach;Teachers Leam,http://arlo.wilsonhs.pps.k12.or.us/inet95.html,2002/09.
[2]McKenzie,J.(1991).Designing Staff Development for the Information Age.From Now On,1(4),Online Available at:http://www.pacificrim,net/-mckenzie/fnoapr91.heml,2002/09.
[3]Bennett,C.K.(1994).Reconceptualizing Staff Development for Technology Diffusion.Journal of Information Technology for Teacher Education,3(2):147-162.
[4]Murray,J.(1995)."Training" is for Dogs:Teachers Teach;Teachers Leam, http://arlo.wilsonhs.pps.k12.or.us/inet95.html,2002/09.
[1]McKenzie,J.(1993).Staff Development for New Technologies,http://www.pacificrim.net/-mckenzie/staffd.html,2002/09.
[2]Darling Bockisch,S.(1995).Key Elements to Successful Staff Development,http://www.u.arizona.edu/ic/imp.tech/sd.key.issues.html,2003/03.
[3]McKenzie,J.(1991).Designing Staff Development for The Information Age.From Now On,1(4),Online Available at:http://www.pacificrim.net/-mckenzie/fnoapr91.html,2002/09.
[4]Thurston,C.O.,Scares,E.D.(?)Levin,J.A.(1996).Teaching Teteapprenticeships:An Innovative Model of Technology Integration in Teacher Education,http://www.educ.ksu.edu/projects/jrce/v28-5/thurston/article/main.htm.2002/10.
[5]Hoffman,B.(1996).School Technology Integration:An Automated Needs Assessment and Planning Tool,http://www.webcom.com/journal/hoffman.html,2002/10.
[1]Becker,J.(1997).Peer Coaching for the Improvement of Teaching and Leaming,http://www.teachnet.org/NTPI/finals/becker.htm,2002/10.
[2]祝智庭:《面向信息化教育的教师培训模式》,载《全球教育展望》,2001(11)。
[1]See McKenzie,Jamie.(1999).How Teachers Leam Technology Best,Bellingham,WA:FNO Press,199.
[2]Preston,A.P,Biddte,G.,To be or not to be ?:Making a Professionat career choice.International Journal of Career Management,94(6):28-32.
[1]顾泠沅,王洁:《教师在教育行动中成长》,载《课程·教材·教法》,2003(1-2)。
[1][英]伊恩·麦吉尔,利兹·贝蒂著,中国高级人事管理官员培训中心译:《行动学习法》,第78页,华夏出版社,2002.
[2]顾小清:《数字时代的专业发展--在线学习共同体的作用》,载《开放教育研究》,2003(2)。
[1][英]伊恩·麦吉尔,利兹·贝蒂著,中国高级人事管理官员培训中心译:《行动学习法》,第153页,华夏出版社,2002
[1]祝智庭、顾小清:《论信息技术在基础教育新课程教学中的作用》,载《全球教育展望》,2004(3)。
[1][加]马克斯·范梅南著,宋文广等译:《生活体验研究--人文科学视野中的教育学》,第84页,教育科
1.教育部关于印发《中小学教师教育技术能力标准(试行)》的通知教师[2004]9号[S]
2.教育部关于启动实施全国中小学教师教育技术能力建设计划的通知[2005]5号
3.教育部师范司印发的《中小学教学人员(初级)教育技术能力培训大纲》教师司[2005]25号
4.何克抗.关于《中小学教师教育技术能力标准》,电化教育研究,2005.4
5.苗逢春.《中小学教师教育技术能力标准(试行)》:内容解读与实施建议,人民教育[J].2005 13-14
6.傅德荣.中小学教师教育技术标准研制的若干问题探讨,中国电化教育[J],2004.5
7.黄荣怀,张进宝.关于《中小学教师教育技术能力标准(试行)》的对话,信息技术教育[J],20053
8.祝智庭.《教育技术培训教程》(教学人员版.初级)[M],北京师范大学出版社,2006年2月第二版
9.陈琳.现代教育技术[M],河海大学出版社,2005年第2版
10.[美]雪伦.B.梅里安.成人学习理论的新进展[M],中国人民大学出版社,2006年5月第1版
11.祝智庭.中国基础教育信息化进展报告,中国电化教育[[J],2003.9