中小学教师教育技术能力培训有效性实证研究
发布时间：2018-07-17 03:03
【摘要】：我国自2005年启动了中小学教师教育技术能力建设计划以来,全国范围内相继开展了各种有利于提升教师教育技术能力的培训。我们在培训目标、内容、方式、管理、评价等方面取得了丰富的经验,有利地促进了教师专业的发展。然而,培训在具体实施的过程中有一些问题值得我们去关注,如单凭一次考核成绩能否说明培训的有效性,受训教师回到工作中能否将培训中学习的内容转化为自身行为上的改进等等。 本文在上述背景的基础上,以培训评估理论和培训迁移理论为指导,通过文献研究法、调查研究法、个案研究法分析了培训的有效性现状,对今后培训的改进得出了一些启发。 本文共有四个部分,第一部分为引言,主要阐述了本研究问题提出的背景、国内外研究的现状、研究的目的、意义、内容与方法。第二部分对研究中的核心概念进行了界定,详细论述了Kirkpatrick培训评估理论和影响培训迁移的因素,分别总结了两种理论对本研究的启示。第三部分是本研究的重点,是对培训有效性的实证分析,在这一部分主要完成了三个内容：(1)设计了评估培训有效性的测量工具；(2)根据Kirkpatrick评估模型分别收集各评估层的数据。具体包括以下四个工作：首先,调查受训教师对培训的满意程度,了解受训教师对培训的意见和建议；然后,在培训教师那里获得受训教师在培训过程中完成作品的信息,了解受训教师的学习情况；接着,通过对受训教师进行问卷调查以及选择三个不同的教师进行个案研究,了解受训教师培训后应用培训所学的情况；最后,观察教师用培训介绍过的探究性教学模式授课,通过对学生进行调查,了解培训后受训教师行为的变化对学生学习的影响；(3)将收集到的数据用spss17.0进行整理与分析。第四部分根据实证分析的结果,得出对今后中小学教师教育技术能力培训的启发。最后,对全文的研究工作进行了总结,找出研究存在的不足及后续工作的展望。 笔者认为本研究有助于了解受训教师对培训的看法及培训后的实际工作情况,能够有利于对培训项目的改进,为今后培训工作以及相关研究提供一定的帮助或借鉴。
[Abstract]:Since the launching of the Education Technology capacity Building Program for Primary and Secondary School Teachers in 2005, China has carried out various kinds of training in order to improve teachers' educational technology ability. We have gained rich experience in training objectives, contents, methods, management, evaluation and so on, which has promoted the professional development of teachers. However, there are some problems that we should pay attention to in the course of the implementation of the training, such as whether the effectiveness of the training can be explained by the results of a single assessment. Whether the trained teacher can translate the contents of the training into the improvement of his own behavior and so on. On the basis of the above background, under the guidance of training evaluation theory and training transfer theory, this paper analyzes the present situation of the effectiveness of training through literature research, investigation and case study, and draws some inspiration for the improvement of training in the future. There are four parts in this paper. The first part is the introduction. It mainly expounds the background of the research, the present situation of the research at home and abroad, the purpose, significance, content and method of the research. The second part defines the core concepts of the research, discusses the Kirkpatrick training evaluation theory and the factors affecting the training transfer in detail, and summarizes the enlightenment of the two theories to this study. The third part is the focus of this study, which is the empirical analysis of the effectiveness of training. In this part, three main contents are completed: (1) designing a measuring tool to evaluate the effectiveness of training; (2) collecting the data of each evaluation level according to Kirkpatrick evaluation model. Specifically, it includes the following four tasks: first, to investigate the satisfaction of the trained teachers with the training, and to understand the views and suggestions of the trained teachers on the training; and then, to obtain from the trained teachers information on the work done by the trained teachers in the course of the training. Understand the learning situation of the trained teachers; then, through the questionnaire survey of the trained teachers and the selection of three different teachers for case studies, to understand the training of trained teachers after the application of what has been learned. Observe the teachers to use the training introduced by the inquiry teaching mode of teaching, through the investigation of students, to understand the changes in the behavior of the trained teachers on students' learning; (3) the data collected by spss17.0 collation and analysis. According to the results of empirical analysis, the fourth part draws inspiration for the training of teachers' educational technology ability in primary and secondary schools in the future. Finally, the paper summarizes the research work, finds out the shortcomings of the research and prospects for future work. The author believes that this study is helpful to understand the teachers' views on training and the actual work after training, to improve the training project, and to provide some help or reference for the training work and related research in the future.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：G434;G635.1
本文编号：2128725
[Abstract]:Since the launching of the Education Technology capacity Building Program for Primary and Secondary School Teachers in 2005, China has carried out various kinds of training in order to improve teachers' educational technology ability. We have gained rich experience in training objectives, contents, methods, management, evaluation and so on, which has promoted the professional development of teachers. However, there are some problems that we should pay attention to in the course of the implementation of the training, such as whether the effectiveness of the training can be explained by the results of a single assessment. Whether the trained teacher can translate the contents of the training into the improvement of his own behavior and so on. On the basis of the above background, under the guidance of training evaluation theory and training transfer theory, this paper analyzes the present situation of the effectiveness of training through literature research, investigation and case study, and draws some inspiration for the improvement of training in the future. There are four parts in this paper. The first part is the introduction. It mainly expounds the background of the research, the present situation of the research at home and abroad, the purpose, significance, content and method of the research. The second part defines the core concepts of the research, discusses the Kirkpatrick training evaluation theory and the factors affecting the training transfer in detail, and summarizes the enlightenment of the two theories to this study. The third part is the focus of this study, which is the empirical analysis of the effectiveness of training. In this part, three main contents are completed: (1) designing a measuring tool to evaluate the effectiveness of training; (2) collecting the data of each evaluation level according to Kirkpatrick evaluation model. Specifically, it includes the following four tasks: first, to investigate the satisfaction of the trained teachers with the training, and to understand the views and suggestions of the trained teachers on the training; and then, to obtain from the trained teachers information on the work done by the trained teachers in the course of the training. Understand the learning situation of the trained teachers; then, through the questionnaire survey of the trained teachers and the selection of three different teachers for case studies, to understand the training of trained teachers after the application of what has been learned. Observe the teachers to use the training introduced by the inquiry teaching mode of teaching, through the investigation of students, to understand the changes in the behavior of the trained teachers on students' learning; (3) the data collected by spss17.0 collation and analysis. According to the results of empirical analysis, the fourth part draws inspiration for the training of teachers' educational technology ability in primary and secondary schools in the future. Finally, the paper summarizes the research work, finds out the shortcomings of the research and prospects for future work. The author believes that this study is helpful to understand the teachers' views on training and the actual work after training, to improve the training project, and to provide some help or reference for the training work and related research in the future.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：G434;G635.1
【引证文献】
相关期刊论文 前1条
1 张振宇;;高校师范生教育技术技能实训课程建设的研究[J];现代教育技术;2012年12期
相关硕士学位论文 前1条
1 关楠楠;我国中小学教师培训效果的实证研究[D];华东师范大学;2012年
，本文编号：2128725
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