中小学信息技术教师职前教育实习模式的探索与研究

发布时间：2018-06-30 21:42

本文选题：教育实习模式 + 信息技术　；参考：《陕西师范大学》2008年硕士论文

【摘要】： “国之兴衰,系于教育;教育成败,系于教师。”随着我国教育信息化进程的快速推进,信息技术教师的专业化成长与发展已成为重要研究课题。教育实习是联系教学理论和实践的纽带,是促使师范生职业化的关键环节,信息技术教育专业的教育实习是高校信息技术教育理论课堂与中小学信息技术授课岗位的联结点,是检验和培养合格中小学信息技术教师的重要因素。本文从中小学信息技术课程教育任职岗位出发,结合高等师范院校信息技术教育专业(教育技术学专业和计算机教育专业)教育实习在实践性教育中的重要意义,针对16个省、市、自治区共29所高校信息技术教育相关专业的教育实习的情况展开调查研究。在分析研究前人成果基础上,确定研究思路;并采用问卷调查、文献阅读、比较分析、现场观察、座谈走访、电话采访、Cronbach-Alpha系数信度检验、Delphi检验等多种研究方法,以确保研究的客观性、真实性和准确性。通过对中小学信息技术课程授课教师、高校信息技术教育专业实习学生、教育实习指导教师、中小学学生四方面的调查研究,针对信息技术教育专业的特殊性和调查中反映出来的实习具体情况,如实习内容、指导教师、实习时间、课程设置等几个主要问题,提出相应的对策和建议。最后根据研究实际,汲取其他专家、学者们在这方面的研究成果,在结合基本教学理论和具体实践应用的基础上,本文提出并探讨了高等院校中小学信息技术师范生培养“任务驱动式二维教育实习模式”的理论与实践。 “任务驱动式二维教育实习模式”就是在教育实习过程中,突出综合性实践活动的特点,以具体实习任务模块为导向,根据实习时间和实习内容两个纬度,使中小学信息技术教育教学实习与专业技术实习相结合的新型的教育实习模式。它是以系统科学理论、建构主义理论、多元智能理论、教育传播理论、教育评价理论为基础而提出的,在一定程度上反应出理论联系实际(实践——理论——实践)以及教与学双向互动(教(?)学)的框架目标。本文从实效性出发,重点阐述了模式的实践过程,即前期准备过程、具体实施过程、评价总结过程三部分。其中对于具体实施阶段,笔者又根据调查结果,提出了有针对性的实习工作组织、实习时间安排、实习内容规划等方面的建议。本文期待着可以引起当前信息技术教育研究领域对本专业教育实习研究的重视,能够一定程度上促进学科发展,提高本专业学生的专业技能,提升本专业毕业生的就业优势。我们有理由相信这些研究工作将有助于中小学信息技术教育专业(教育技术学专业和计算机教育专业)实习工作的进一步完善和开展。
[Abstract]:"the rise and fall of a country depends on education; success or failure in education depends on teachers." With the rapid development of educational informatization in China, the professional growth and development of IT teachers has become an important research topic. Education practice is the link between teaching theory and practice and the key link to promote the professionalization of normal school students. The educational practice of information technology education specialty is the connection point between the information technology education theory classroom and the information technology teaching post in primary and secondary schools. It is an important factor to test and train qualified IT teachers in primary and secondary schools. Starting from the post of information technology course education in primary and secondary schools and combining with the important significance of information technology education major (education technology major and computer education specialty) in 16 provinces, this paper aims at 16 provinces. City, autonomous region a total of 29 colleges and universities related to information technology education related to the situation of educational practice investigation. On the basis of analyzing and studying the previous achievements, the author determines the research ideas, and adopts many research methods, such as questionnaire survey, literature reading, comparative analysis, field observation, interview, telephone interview, Cronbach-Alpha coefficient reliability test and Delphi test, etc. To ensure the objectivity, authenticity and accuracy of the study. Through the investigation and research on the information technology course teaching teachers in primary and middle schools, the information technology education students in colleges and universities, the teaching practice guidance teachers and the primary and middle school students, In view of the particularity of information technology education specialty and the concrete situation of practice reflected in the investigation, such as the content of practice, the guiding teacher, the practice time, the course setting and so on, the corresponding countermeasures and suggestions are put forward. Finally, according to the research practice, drawing on the research results of other experts and scholars, combining the basic teaching theory and practical application, This paper puts forward and discusses the theory and practice of "task-driven two-dimensional educational practice mode" in the training of information technology normal students in primary and secondary schools in colleges and universities. The "task-driven two-dimensional educational practice mode" is to highlight the characteristics of comprehensive practical activities in the process of educational practice, and to guide the specific practice task module, according to the two latitudes of practice time and content. A new educational practice model which combines information technology teaching practice with professional technical practice in primary and secondary schools. It is based on the theory of system science, the theory of constructivism, the theory of multiple intelligences, the theory of educational communication, and the theory of educational evaluation. To some extent, it reflects the combination of theory and practice (practice-theory-practice) and the two-way interaction between teaching and learning (teaching (?) The framework of the This paper focuses on the practical process of the model, which consists of three parts: the preparatory process, the concrete implementation process and the evaluation and summary process. According to the results of the investigation, the author puts forward some suggestions on the organization of practical work, the arrangement of practice time, and the planning of practice contents. This paper looks forward to attracting the attention of the field of information technology education research to the study of educational practice in the field of information technology, to a certain extent, to promote the development of the discipline, to improve the professional skills of students majoring in this major, and to enhance the employment advantage of the graduates of this major. We have reason to believe that these research work will contribute to the further improvement and development of the practice of IT education in primary and secondary schools (education technology and computer education).
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G434;G635.1

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