中小学教师教育技术能力培养研究——反思型教师的成长
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摘要
中小学教师教育技术能力的培养和提高是新一轮基础教育改革成败的关键因素之一,对于优化课堂教学提高教学质量有一定的指导意义,也是教师专业化发展和我国信息化教育的重要体现,更是教师终身学习的必然要求。不可否认的是,近年来中小学教师通过教育技术能力培训,其教育技术能力和素质得到了普遍的提升,对于教学设计,教学资源的开发和应用都有一定程度的提高,然而,我们通过调查和访谈发现,教师真正地将教育技术运用于学科教学实践中还存在一定的差距。教师的反思正是连接理论和实践之间的桥梁,是将教育教学的先进理念和手段运用到课堂教学的支柱,教师的专业发展就是自我反思的过程,美国心理学家波斯纳(G.J.Posner)也给出了“教师成长=经验+反思”的教师发展模式。
本文就是从培养“反思型教师”的视角,指出教育技术培训中缺乏对教师反思能力的培养,提出在教师教育技术能力培养过程中影响教师反思的因素,并通过实证研究证明这些因素与教师反思能力的相关性,最后根据影响因素给出教师教育技术能力培训中培养教师反思能力的建议。
本研究所做的工作如下:1.通过查阅教育技术核心期刊和相关书籍、教师教育技术能力网站和利用各种引擎搜索明确教师教育技术能力和反思的含义、“反思型教师”的概念及特征、以及教师反思能力的构成和影响教师反思能力的因素,为本研究奠定了理论基础。2.由查阅的资料和通过与专家、教师的访谈,明确本研究的变量,自变量是影响教师反思的因素,笔者提出四个影响因素——教师教育技术素质、成就动机、教学效能感和教师的经验,因变量是教师的反思能力,由教师的教学监控能力(教学反思)和教师的自我监控能力(自我反思)组成。由此架构了本研究的理论假设:每个自变量均对每个因变量有显著影响。通过这些假设设计一份有关教师反思能力的量表——《中小学教师反思能力问卷》。3.通过对问卷的数据进行分析,提出在教育技术能力培训中培养教师反思能力的策略: (1)加强教师教育技术素质,促进教师反思(2)采用多种培训和评价方式和形式,提升教师的成就动机(3)引导教师对自我行为进行正确的归因,提高教师的教学效能感(4)配合教师体验变革的成功,转变教师已有观念。
The cultivation and improvement about education technology on elementary and middle school teachers is the key factor in the success or failure of the new round of reform of basic education, to optimize the quality of classroom teaching and to improve teaching has some significance, is also a teacher professional development and information technology education in our country an important manifestation, especially is a necessary requirement for lifelong learning of teachers. It is undeniable that in recent years, through the educational technology training, the capacity and quality of their education technical has been the improvement in general, for instructional design, development and application of teaching resources have improved to some extent, however, it is discoveries that there is a gap from educational technology theory to teaching practice through surveys and interviews. Teacher reflection is the connecting bridge between theory and practice and the backbone of the advanced concepts and methods applied to classroom instruction. Teacher professional development is the process of self-reflection, the U.S. psychologist Posner (G. J. Posner) also gives the "Teacher Growth = experience + reflection" of the teacher development model.
This article is from the perspective of the training "reflective teacher" that in the process of the cultivation of the educational technology capacity is the lack of the training in reflection on the ability of teachers and points out the factors of affecting teachers to reflective. By empirical studies it has shown that these factors and teacher reflection ability of the correlation factors are existed. Finally, according to these factors it is put forward the proposal that in the process of educational technology training how to train teachers the ability to reflect.
The following is the research done:1.By consulting the core of educational technology journals、books、the sites about teacher educational technology skills and use of engine to find concept and characteristics, and the ability of teachers to reflect on the composition and impact of teachers the ability to reflect factors, which has laid a theoretical foundation for this study. 2. Through the access to information and with experts, interviews with teachers find out the study variables. Independent variable is reflective factors that affect teachers and the author proposes four factors - the quality of teachers in educational technology, achievement motivation, teaching efficacy and teachers experience, the dependent variable is the ability to reflect teachers. The ability to reflect teachers is composed of the teachers' capacity of teaching monitoring (teaching reflection) and the teachers' capacity of self-monitoring ability (self-reflection). This framework theoretical hypothesis of this study: each independent variable on each dependent variable has a significant effect. With these assumptions it is designed a questionnaire on teacher reflection ability-《Teachers the ability to reflect the questionnaire》. 3.Through the questionnaire data analyzed proposes the strategy the training capacity of teachers reflect in the educational technology training:(1) enhance the quality of teacher educational technology to promote teacher reflection.(2) Use a variety of ways and forms of training to advance the achievement motivation of teachers.(3) Guide teachers to self-correct attribution of conduct to improve efficacy of teachers.(4) Coordinate successful experience with the teachers to change the old perceptions.
本文就是从培养“反思型教师”的视角,指出教育技术培训中缺乏对教师反思能力的培养,提出在教师教育技术能力培养过程中影响教师反思的因素,并通过实证研究证明这些因素与教师反思能力的相关性,最后根据影响因素给出教师教育技术能力培训中培养教师反思能力的建议。
本研究所做的工作如下:1.通过查阅教育技术核心期刊和相关书籍、教师教育技术能力网站和利用各种引擎搜索明确教师教育技术能力和反思的含义、“反思型教师”的概念及特征、以及教师反思能力的构成和影响教师反思能力的因素,为本研究奠定了理论基础。2.由查阅的资料和通过与专家、教师的访谈,明确本研究的变量,自变量是影响教师反思的因素,笔者提出四个影响因素——教师教育技术素质、成就动机、教学效能感和教师的经验,因变量是教师的反思能力,由教师的教学监控能力(教学反思)和教师的自我监控能力(自我反思)组成。由此架构了本研究的理论假设:每个自变量均对每个因变量有显著影响。通过这些假设设计一份有关教师反思能力的量表——《中小学教师反思能力问卷》。3.通过对问卷的数据进行分析,提出在教育技术能力培训中培养教师反思能力的策略: (1)加强教师教育技术素质,促进教师反思(2)采用多种培训和评价方式和形式,提升教师的成就动机(3)引导教师对自我行为进行正确的归因,提高教师的教学效能感(4)配合教师体验变革的成功,转变教师已有观念。
The cultivation and improvement about education technology on elementary and middle school teachers is the key factor in the success or failure of the new round of reform of basic education, to optimize the quality of classroom teaching and to improve teaching has some significance, is also a teacher professional development and information technology education in our country an important manifestation, especially is a necessary requirement for lifelong learning of teachers. It is undeniable that in recent years, through the educational technology training, the capacity and quality of their education technical has been the improvement in general, for instructional design, development and application of teaching resources have improved to some extent, however, it is discoveries that there is a gap from educational technology theory to teaching practice through surveys and interviews. Teacher reflection is the connecting bridge between theory and practice and the backbone of the advanced concepts and methods applied to classroom instruction. Teacher professional development is the process of self-reflection, the U.S. psychologist Posner (G. J. Posner) also gives the "Teacher Growth = experience + reflection" of the teacher development model.
This article is from the perspective of the training "reflective teacher" that in the process of the cultivation of the educational technology capacity is the lack of the training in reflection on the ability of teachers and points out the factors of affecting teachers to reflective. By empirical studies it has shown that these factors and teacher reflection ability of the correlation factors are existed. Finally, according to these factors it is put forward the proposal that in the process of educational technology training how to train teachers the ability to reflect.
The following is the research done:1.By consulting the core of educational technology journals、books、the sites about teacher educational technology skills and use of engine to find concept and characteristics, and the ability of teachers to reflect on the composition and impact of teachers the ability to reflect factors, which has laid a theoretical foundation for this study. 2. Through the access to information and with experts, interviews with teachers find out the study variables. Independent variable is reflective factors that affect teachers and the author proposes four factors - the quality of teachers in educational technology, achievement motivation, teaching efficacy and teachers experience, the dependent variable is the ability to reflect teachers. The ability to reflect teachers is composed of the teachers' capacity of teaching monitoring (teaching reflection) and the teachers' capacity of self-monitoring ability (self-reflection). This framework theoretical hypothesis of this study: each independent variable on each dependent variable has a significant effect. With these assumptions it is designed a questionnaire on teacher reflection ability-《Teachers the ability to reflect the questionnaire》. 3.Through the questionnaire data analyzed proposes the strategy the training capacity of teachers reflect in the educational technology training:(1) enhance the quality of teacher educational technology to promote teacher reflection.(2) Use a variety of ways and forms of training to advance the achievement motivation of teachers.(3) Guide teachers to self-correct attribution of conduct to improve efficacy of teachers.(4) Coordinate successful experience with the teachers to change the old perceptions.
引文
[1]张豪锋,张水潮.教育信息化与教师专业发展.北京:科学出版社.2008
[2]程智.教师专业发展与现代教育技术.广东:暨南大学出版社. 2007
[3]魏轶娜.教师教育技术能力的分析、描述与评估:(硕士学位论文).北京:北京大学.2008
[4]张一春.教师教育技术能力建构——信息化环境下的教师专业发展.南京:南京师范大学出版社.2007.5
[5]谢亚静. 2008培训盘点——“全国中小学教师教育技术能力建设计划”项目专访.中小学信息技术教育,2009.1
[6]沈书生.教师教育技术能力培训项目设计研究——以教学人员教育技术能力初中级培训教材建设为例:(博士学位论文)南京:南京师范大学.2008
[7]郑良栋.全国教师教育技术能力培训初级与中级教材的比较分析.中小学信息技术教育.2008.4
[8]鱼霞.反思型教师的成长机制探新.北京:教育科学出版社.2007
[9]熊川武.论反思性教学.教育研究,2002.7
[10] (美)塔格特(Taggart,G.L.)(美)威尔逊(Wilson,A.P.)著赵丽译提高教师反思力50策略.北京:中国轻工业出版社,2008年3月
[11]刘加霞,申继亮.国外教学反思内涵研究述评.比较教育研究,2003.8
[12]申继亮,辛涛.论教学的监控能力.北京师范大学学报(社会科学版),1995.1
[13]申继亮,刘加霞.论教师的教学反思.华东师范大学学报(教育科学版)2004.9
[14] Colin Gibbs. Explaining effective teaching: self-efficacy and thought control of action. Journal of Educational Enquiry,2003
[15]高玲.小学教师反思能力发展的特典及其影响因素研究:(硕士学位论文).山西:山西大学.2005
[16]吴卫东,骆伯巍,教师的反思能力结构及其培养研究.教育评论,2001.12
[17]喻平.论教师的反思能力结构.教育探索,2004.12
[18] Praxedes SM de la Rosa. Philippines Toward a more reflective teaching practice: Revisiting excellence in teaching. Asia Pacific Education Review,2005 Vol. 6, No. 2, 170-176.
[19] Pak Tee Ng, Lana Khong Yiu Lan, Jason Tan Eng Thye. Developing reflective teachers: the experience of two modules in the teacher training programme at the national institute of education. Asia Pacific Education Review,2004 Vol. 5, No. 2, 200-206.
[20]辛涛,林崇德.教师教学监控能力发展:质与量的分析.中国教育学刊,1999.3
[21]赵明仁,黄显华,袁晓峰.场域——习性理论视角下影响教师反思的因素分析.课程·教材·教法,2009.6
[22]费振新.教师反思能力发展现状调查与对策:(硕士学位论文)上海:华东师范大学,2005
[23]司兴勇.试论反思型教师及其能力培养: (硕士学位论文).山东:山东师范大学,2005
[24]田风秋.提升中小学教师教育技术能力培训的绩效研究:(硕士学位论文).吉林:东北师范大学.2008
[25]侯宽.长春市中学体育教师个人教学效能感的现状与分析: (硕士学位论文).吉林:东北师范大学,2006.
[26]俞国良罗晓路.教师教学效能感及其相关因素研究.北京师范大学学报(社会科学版),2000.1
[27]毕重增,黄希庭.中学教师成就动机、离职意向与倦怠的关系.心理科学,2005
[28]李晓阳.教师经验及其生成:(博士学位论文).上海:华中科技大学2009.05
[29]调查问卷的信度效度分析方法http://hltqd.wfu.edu.cn/Html/DownView.asp?ID=84&SortID=7
[2]程智.教师专业发展与现代教育技术.广东:暨南大学出版社. 2007
[3]魏轶娜.教师教育技术能力的分析、描述与评估:(硕士学位论文).北京:北京大学.2008
[4]张一春.教师教育技术能力建构——信息化环境下的教师专业发展.南京:南京师范大学出版社.2007.5
[5]谢亚静. 2008培训盘点——“全国中小学教师教育技术能力建设计划”项目专访.中小学信息技术教育,2009.1
[6]沈书生.教师教育技术能力培训项目设计研究——以教学人员教育技术能力初中级培训教材建设为例:(博士学位论文)南京:南京师范大学.2008
[7]郑良栋.全国教师教育技术能力培训初级与中级教材的比较分析.中小学信息技术教育.2008.4
[8]鱼霞.反思型教师的成长机制探新.北京:教育科学出版社.2007
[9]熊川武.论反思性教学.教育研究,2002.7
[10] (美)塔格特(Taggart,G.L.)(美)威尔逊(Wilson,A.P.)著赵丽译提高教师反思力50策略.北京:中国轻工业出版社,2008年3月
[11]刘加霞,申继亮.国外教学反思内涵研究述评.比较教育研究,2003.8
[12]申继亮,辛涛.论教学的监控能力.北京师范大学学报(社会科学版),1995.1
[13]申继亮,刘加霞.论教师的教学反思.华东师范大学学报(教育科学版)2004.9
[14] Colin Gibbs. Explaining effective teaching: self-efficacy and thought control of action. Journal of Educational Enquiry,2003
[15]高玲.小学教师反思能力发展的特典及其影响因素研究:(硕士学位论文).山西:山西大学.2005
[16]吴卫东,骆伯巍,教师的反思能力结构及其培养研究.教育评论,2001.12
[17]喻平.论教师的反思能力结构.教育探索,2004.12
[18] Praxedes SM de la Rosa. Philippines Toward a more reflective teaching practice: Revisiting excellence in teaching. Asia Pacific Education Review,2005 Vol. 6, No. 2, 170-176.
[19] Pak Tee Ng, Lana Khong Yiu Lan, Jason Tan Eng Thye. Developing reflective teachers: the experience of two modules in the teacher training programme at the national institute of education. Asia Pacific Education Review,2004 Vol. 5, No. 2, 200-206.
[20]辛涛,林崇德.教师教学监控能力发展:质与量的分析.中国教育学刊,1999.3
[21]赵明仁,黄显华,袁晓峰.场域——习性理论视角下影响教师反思的因素分析.课程·教材·教法,2009.6
[22]费振新.教师反思能力发展现状调查与对策:(硕士学位论文)上海:华东师范大学,2005
[23]司兴勇.试论反思型教师及其能力培养: (硕士学位论文).山东:山东师范大学,2005
[24]田风秋.提升中小学教师教育技术能力培训的绩效研究:(硕士学位论文).吉林:东北师范大学.2008
[25]侯宽.长春市中学体育教师个人教学效能感的现状与分析: (硕士学位论文).吉林:东北师范大学,2006.
[26]俞国良罗晓路.教师教学效能感及其相关因素研究.北京师范大学学报(社会科学版),2000.1
[27]毕重增,黄希庭.中学教师成就动机、离职意向与倦怠的关系.心理科学,2005
[28]李晓阳.教师经验及其生成:(博士学位论文).上海:华中科技大学2009.05
[29]调查问卷的信度效度分析方法http://hltqd.wfu.edu.cn/Html/DownView.asp?ID=84&SortID=7