中小学教师的教育信息技术培训研究
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摘要
本文分析了当前中小学教师教育信息技术培训的国内外研究现状，指出该领域研究中存在的问题，并结合保定七中教师的实际，开展了教育信息技术校本培训的研究：
第一，提出培训的指导思想并分析了校本培训的优势。
指导思想决定培训发展的方向，为此，笔者提出了本研究的指导思想：以“更新观念”为基础、以“绩效改进”为思路、以“自主——协作式学习”为方式、以“技术与教学的整合”为内容、充分发挥信息技术的优势，从而达到“超越培训，走向学习”的最终目标。教师教育信息技术校本培训具有校外培训难以比拟的优势。
第二，进行了教师校本培训的设计。
校本培训设计是一个复杂的系统过程，为此，笔者深入实验学校通过调查进行了培训前的绩效分析。对培训要素进行了详细具体地安排和设计，选择了适合本研究的培训方式，并强调发挥网络环境的作用，强调通过培训管理促进培训成果的转化等。
第三，介绍了校本培训的实施与评价。
本研究主要开展了“信息化教学设计理论及其应用培训”和“多媒体课堂教学诊断培训”两项培训活动，阐述了培训实施中应注意的问题，并通过使用自我管理策略和营造有利于转化的工作环境两项措施促进培训成果的转化。
评价作为培训的一个重要环节，笔者提出了进行评价应遵循的原则，设计了本次培训的评价体系，并阐述了培训评价的实施情况。
最后，研究的结论部分，在总结研究成果的基础上，指出了研究的不足及有待研究的问题。
After analyzing the development status quo of domestic and overseas of educational information technology training for teachers in primary and middle school, pointing out the existing problems in the research, and combining the practice of teachers in NO. 7 middle school of Baoding, we have been carried out the research on educational information technology school-based training:
Firstly, putting forward guidance idea of training and analyzing the prevalence of school-based training.
For the purpose of guidance idea determining the development trend of training, so the author puts forward the guidance idea of this research: regarding 'breaking with the conventional idea' as the foundation, as the train of thought with 'performance improvement' , by way of 'independent-cooperating learning' , regarding 'integration of the technology and instruction' as the content, giving full play to the advantage of the IT, thus reaching the final goal of 'surmounting training, moving towards studying' . Educational information technology training for teachers has the advantage difficult to compare with training outside school.
Secondly, carrying out the design of teacher' s school-based training.
The design of teacher' s school-based training is the complicated systematic process, so the author has carried out performance analysis before the training through investigation by deepening into the experimental school. The key elements of training have been detailedly and concretly arranged and designed, the training methods of this suitable research have been chosen. And the role of environment of the network has been especially put emphasis on giving play to, and the transformation of training achievement has been emphatically promoted through the management of training.
Thirdly, introducing the implementation and appraisal of school-based training.
The research has carried out two training activities which are
'informational instruction design theory and its use training' and
'diagnose of multimedia classroom instruction training' , explained the
questions which should be paid attention to in training implementation, and
helped the transformation of the training achievement with higher speed
through two measures which are using oneself manage tactics and building
working environment in favour of transformation.
Appraisal is an important link of training, so the author has brought up the appraisal principle which should be followed, designed the appraisal system of the training, and explained the performance on appraisal of training.
The final part is the conclusion of the research. The deficiency of the research and questions remained to study has been pointed out based on summarizing the research results.
第一，提出培训的指导思想并分析了校本培训的优势。
指导思想决定培训发展的方向，为此，笔者提出了本研究的指导思想：以“更新观念”为基础、以“绩效改进”为思路、以“自主——协作式学习”为方式、以“技术与教学的整合”为内容、充分发挥信息技术的优势，从而达到“超越培训，走向学习”的最终目标。教师教育信息技术校本培训具有校外培训难以比拟的优势。
第二，进行了教师校本培训的设计。
校本培训设计是一个复杂的系统过程，为此，笔者深入实验学校通过调查进行了培训前的绩效分析。对培训要素进行了详细具体地安排和设计，选择了适合本研究的培训方式，并强调发挥网络环境的作用，强调通过培训管理促进培训成果的转化等。
第三，介绍了校本培训的实施与评价。
本研究主要开展了“信息化教学设计理论及其应用培训”和“多媒体课堂教学诊断培训”两项培训活动，阐述了培训实施中应注意的问题，并通过使用自我管理策略和营造有利于转化的工作环境两项措施促进培训成果的转化。
评价作为培训的一个重要环节，笔者提出了进行评价应遵循的原则，设计了本次培训的评价体系，并阐述了培训评价的实施情况。
最后，研究的结论部分，在总结研究成果的基础上，指出了研究的不足及有待研究的问题。
After analyzing the development status quo of domestic and overseas of educational information technology training for teachers in primary and middle school, pointing out the existing problems in the research, and combining the practice of teachers in NO. 7 middle school of Baoding, we have been carried out the research on educational information technology school-based training:
Firstly, putting forward guidance idea of training and analyzing the prevalence of school-based training.
For the purpose of guidance idea determining the development trend of training, so the author puts forward the guidance idea of this research: regarding 'breaking with the conventional idea' as the foundation, as the train of thought with 'performance improvement' , by way of 'independent-cooperating learning' , regarding 'integration of the technology and instruction' as the content, giving full play to the advantage of the IT, thus reaching the final goal of 'surmounting training, moving towards studying' . Educational information technology training for teachers has the advantage difficult to compare with training outside school.
Secondly, carrying out the design of teacher' s school-based training.
The design of teacher' s school-based training is the complicated systematic process, so the author has carried out performance analysis before the training through investigation by deepening into the experimental school. The key elements of training have been detailedly and concretly arranged and designed, the training methods of this suitable research have been chosen. And the role of environment of the network has been especially put emphasis on giving play to, and the transformation of training achievement has been emphatically promoted through the management of training.
Thirdly, introducing the implementation and appraisal of school-based training.
The research has carried out two training activities which are
'informational instruction design theory and its use training' and
'diagnose of multimedia classroom instruction training' , explained the
questions which should be paid attention to in training implementation, and
helped the transformation of the training achievement with higher speed
through two measures which are using oneself manage tactics and building
working environment in favour of transformation.
Appraisal is an important link of training, so the author has brought up the appraisal principle which should be followed, designed the appraisal system of the training, and explained the performance on appraisal of training.
The final part is the conclusion of the research. The deficiency of the research and questions remained to study has been pointed out based on summarizing the research results.
引文
[1] 毕田增，赵敬春．走进校本学习与培训[M]．北京：开明出版社，2003年1月第1版．
[2] 陈向明．在参与中学习与行动—参与式方法培训指南(上册)[M]．北京：教育科学出版社，2003年4月第1版．
[3] 龙君伟．校本人事：开发与管理[M]．广东高等教育出版社，2002年9月第1版，第265页—第291页．
[4] 郑金洲．校本研究指导[M]．北京：教育科学出版社，2002年8月第1版，第217页—第249页．
[5] 张华．课程与教学论[M]．上海：上海教育出版社，2000年11月第1版，第153页．
[6] 桑新民，张倩苇．步入信息时代的学习理论与实践[M]．北京：中央广播电视大学出版社，2000．1，第21页．
[7] 何克抗等编著．教学系统设计[M]．北京：北京大学出版社，2002．10，．
[8] 乌美娜主编．教学设计[M]．北京：高等教育出版社，1994．
[9] R．M．加涅等著．教学设计原理[M]．皮连生，等，译．上海：华东师范大学出版社，1999．
[10] 汪琼，缪蓉．信息技术与教师教育研究[J]．中国电化教育，2003．1，第9页—第12页．
[11] 李玉斌．校本培训：教师培训新模式[J]．电化教育研究，2002．3，第69页—第72页．
[12] 黎加厚．以校为本的教师发展和教学研究制度的建立[J]．中国电化教育，2003．7，第27页—第29页．
[13] 于建川．从人力资源视角看校本师资培训[J]．继续教育，2003．2，第26页—第27页．
[14] 李勇帆．论中小学教师现代信息技术教育培训的优化策略[J]．中国远程教育，2002．3，第59页—第62页。
[15] 任学印．反思型教师教育探微[J]．外国教育研究，2003．4，第24页—第26页．
[16] 张建伟等．中小学教师的教育信息技术绩效标准研究(上)和(下)[J]．中国电化教育，2003．2和3，第17页—第20页和第13页—第16页．
[17] 张建伟，杨薇．教师的教育信息技术培训—内容、方式与组织实施[J]．外语电化教学，2002．5，第3页—第8页．
[18] 韩立敏．论自主的学习者[J]．开放教育研究，2001．6，第12页—第15页．
[19] 钟志贤，等．关于中小学教师信息素养状况的调查研究[J]．电化教育研究，2003．1，第65页—第69页．
[20] 胡小勇，祝智庭．信息化视野中的教师教育[J]．中国电化教育，2003．6，第25页—第30页．
[21] 郭庆松．面对教育信息化的师资建设[J]．电化教育研究，2003．2，第11页—第15页．
[22] 苗逢春．信息技术与中小学教学整合[J]．北京师范大学学报(社会科学版)，2003．4，第87页—第95页．
[23] 陈琦．教师培训—信息技术整合于教育的基石[J]．北京师范大学学报(社会科学版)，1997．4，第63页—第69页．
[24] 北京富创天智信息技术有限公司，http://www.futurekids-cn.com．
[25] 英特尔未来教育网，http://www.teachfuture.com．
[26] 中国期刊网全文数据库(Web)．
[27] 金慧．硕士论文《中小学教师信息技术培训模式研究》(未发表)．北京师范大学．
[28] 汪晓东．硕士论文《中小学教师教育技术培训模式研究》(未发表)．江西师范大学．
[29] Sam Carlson. The Missing Link in Educational Technology: Trained Teachers, [Online] Available: http://www.world-links.org/english/html/tech-missinglink435.pdf.
[30] The Society for Information Technology and Teacher Education (SITE),Statement of Basic principles and Suggested Actions, [Online] Available:http://www.aace.org/site/SITEstatement.htm.
[31] Yu-Lu Hsiung.In-service Professional Development and Technology Integration Philosophy of Teachers,[Online]Available:http://www.mste.uiuc.edu/courses/ci407su02/students/yhsiung/wp2.htm.
[32] Perter Baumgartner. Information Technologies and the Training of Teachers[J]. Education Media International. 2002, 39(3).
[33] Thomas Brush, Krista Glazewski, Kathy Rutowski, Kimberly Berg, Chariatte Stromfors, Maria Hernandez Van-Nest, Laura Stock,&Jean Sutton. Integrating Technology in a Field-Based Teacher Training Program: The PT3@ASU Project [J]. Educational Technology Research and Development, 2003, 51(1).
[34] Fidel Oteiza Morra. Information and communication technology (ICT) and in service teachers, the case of ENLACES/USACH, [Online] Available:http://www.cmec.ca/international/forum/csep.Chile.en.PDF.
[2] 陈向明．在参与中学习与行动—参与式方法培训指南(上册)[M]．北京：教育科学出版社，2003年4月第1版．
[3] 龙君伟．校本人事：开发与管理[M]．广东高等教育出版社，2002年9月第1版，第265页—第291页．
[4] 郑金洲．校本研究指导[M]．北京：教育科学出版社，2002年8月第1版，第217页—第249页．
[5] 张华．课程与教学论[M]．上海：上海教育出版社，2000年11月第1版，第153页．
[6] 桑新民，张倩苇．步入信息时代的学习理论与实践[M]．北京：中央广播电视大学出版社，2000．1，第21页．
[7] 何克抗等编著．教学系统设计[M]．北京：北京大学出版社，2002．10，．
[8] 乌美娜主编．教学设计[M]．北京：高等教育出版社，1994．
[9] R．M．加涅等著．教学设计原理[M]．皮连生，等，译．上海：华东师范大学出版社，1999．
[10] 汪琼，缪蓉．信息技术与教师教育研究[J]．中国电化教育，2003．1，第9页—第12页．
[11] 李玉斌．校本培训：教师培训新模式[J]．电化教育研究，2002．3，第69页—第72页．
[12] 黎加厚．以校为本的教师发展和教学研究制度的建立[J]．中国电化教育，2003．7，第27页—第29页．
[13] 于建川．从人力资源视角看校本师资培训[J]．继续教育，2003．2，第26页—第27页．
[14] 李勇帆．论中小学教师现代信息技术教育培训的优化策略[J]．中国远程教育，2002．3，第59页—第62页。
[15] 任学印．反思型教师教育探微[J]．外国教育研究，2003．4，第24页—第26页．
[16] 张建伟等．中小学教师的教育信息技术绩效标准研究(上)和(下)[J]．中国电化教育，2003．2和3，第17页—第20页和第13页—第16页．
[17] 张建伟，杨薇．教师的教育信息技术培训—内容、方式与组织实施[J]．外语电化教学，2002．5，第3页—第8页．
[18] 韩立敏．论自主的学习者[J]．开放教育研究，2001．6，第12页—第15页．
[19] 钟志贤，等．关于中小学教师信息素养状况的调查研究[J]．电化教育研究，2003．1，第65页—第69页．
[20] 胡小勇，祝智庭．信息化视野中的教师教育[J]．中国电化教育，2003．6，第25页—第30页．
[21] 郭庆松．面对教育信息化的师资建设[J]．电化教育研究，2003．2，第11页—第15页．
[22] 苗逢春．信息技术与中小学教学整合[J]．北京师范大学学报(社会科学版)，2003．4，第87页—第95页．
[23] 陈琦．教师培训—信息技术整合于教育的基石[J]．北京师范大学学报(社会科学版)，1997．4，第63页—第69页．
[24] 北京富创天智信息技术有限公司，http://www.futurekids-cn.com．
[25] 英特尔未来教育网，http://www.teachfuture.com．
[26] 中国期刊网全文数据库(Web)．
[27] 金慧．硕士论文《中小学教师信息技术培训模式研究》(未发表)．北京师范大学．
[28] 汪晓东．硕士论文《中小学教师教育技术培训模式研究》(未发表)．江西师范大学．
[29] Sam Carlson. The Missing Link in Educational Technology: Trained Teachers, [Online] Available: http://www.world-links.org/english/html/tech-missinglink435.pdf.
[30] The Society for Information Technology and Teacher Education (SITE),Statement of Basic principles and Suggested Actions, [Online] Available:http://www.aace.org/site/SITEstatement.htm.
[31] Yu-Lu Hsiung.In-service Professional Development and Technology Integration Philosophy of Teachers,[Online]Available:http://www.mste.uiuc.edu/courses/ci407su02/students/yhsiung/wp2.htm.
[32] Perter Baumgartner. Information Technologies and the Training of Teachers[J]. Education Media International. 2002, 39(3).
[33] Thomas Brush, Krista Glazewski, Kathy Rutowski, Kimberly Berg, Chariatte Stromfors, Maria Hernandez Van-Nest, Laura Stock,&Jean Sutton. Integrating Technology in a Field-Based Teacher Training Program: The PT3@ASU Project [J]. Educational Technology Research and Development, 2003, 51(1).
[34] Fidel Oteiza Morra. Information and communication technology (ICT) and in service teachers, the case of ENLACES/USACH, [Online] Available:http://www.cmec.ca/international/forum/csep.Chile.en.PDF.