基于课堂观察的中学信息技术教师专业能力提升研究

发布时间：2018-01-19 21:23

本文关键词： 教师专业能力信息技术教师课堂观察　出处：《河北师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：随着教师专业发展研究的不断深入,教师专业能力作为其研究的重要内容,越来越多的学者开展深入研究。尽管国家加大教师的培训力度和范围,教育部颁布《中学教师专业标准》(简称“专业标准”),对教师的专业能力提出基本要求,但是当前教师整体的专业能力水平仍然没有达到专业标准的要求。信息技术作为一门新兴的学科,肩负着培养学生信息素养的重担,而专业能力成为教师开展教育教学与自我发展的重要指标,在此背景下,研究提升信息技术教师的专业能力的模式具有重要的现实意义。本文在《标准》试行的背景下,以2016年“国培计划”——置换脱产研修项目为平台,构建信息技术教师专业能力提升模式,从而提高教师的专业能力水平。结合笔者参与相关项目所获得的经验,针对信息技术教师专业能力提升的实践模型,从理论与实践两方面展开了深入地研究。本研究共分为六部分。第一部分,引言。引言部分作为整个论文的前言主要对本研究做了简单的概述,如课题的研究背景是基础教育改革深化发展阶段,而对信息技术教师的研究并不充分,明确的研究目的和科学的研究方法均在此部分呈现。第二部分,理论基础。主要阐述了该研究所依据的理论指导,主要包括成人学习理论、教师专业发展理论、学习共同体理论等理论概述及其借鉴意义。第三部分,现状调查。在信息技术教师接受培训课程之前为其设置前置性评价以了解他们的专业能力,该研究通过问卷进行了有针对性的调查,并对调查结果进行统计分析,得出了信息技术教师专业能力水平需要提升的结论。第四部分,模型构建。这一部分主要根据实践经验和对课堂观察的深入分析,在借鉴课堂观察LICC范式的基础上,构建了基于课堂观察的信息技术教师专业能力提升的实践模式。第五部分,实践效果研究。课堂观察活动结束之后,对信息技术教师专业能力提升的课堂观察实践模型的实效性进行了评价和分析。第六部分,研究总结。进一步归纳了本研究的结论,并指出本文存在的不足和接下来要努力和深入研究的方向和内容。
[Abstract]:With the deepening of teacher professional development research, teachers' professional ability as an important part of their research, more and more scholars carry out in-depth research, although the state has increased the strength and scope of teacher training. The Ministry of Education has promulgated the "Professional Standards for Middle School Teachers" (abbreviated as "Professional Standards"), which puts forward the basic requirements for teachers' professional ability. However, the current level of professional competence of teachers is still not up to the requirements of professional standards. As a new discipline, information technology shoulders the burden of cultivating students' information literacy. And professional ability has become an important indicator for teachers to carry out education and teaching and self-development, in this context. It is of great practical significance to study the mode of improving the professional ability of information technology teachers. In the background of "Standard", this paper takes the "National training Program"-replacement off-site research project as the platform in 2016. In order to improve the level of professional competence of information technology teachers, this paper constructs a model to enhance the professional competence of information technology teachers. Combined with the experience gained by the author in the relevant projects, this paper aims at the practical model of promoting the professional competence of information technology teachers. This study is divided into six parts. The first part is the introduction. The introduction is the preface of the whole paper. For example, the research background of the subject is the basic education reform deepening development stage, but the research to the information technology teacher is not sufficient, the clear research purpose and the scientific research method are presented in this part. The second part. Theoretical basis. This paper mainly expounds the theoretical guidance of the research, including adult learning theory, teacher professional development theory, learning community theory and so on. The third part. In order to know the professional competence of IT teachers, a pre-evaluation was set up before they received the training courses. The research conducted a targeted survey through a questionnaire. And statistical analysis of the results of the survey, reached the information technology teachers' professional competence level needs to be improved. 4th part, model construction. This part is mainly based on practical experience and in-depth analysis of classroom observation. Based on the LICC paradigm of classroom observation, this paper constructs a practical model of improving the professional competence of IT teachers based on classroom observation. Part 5th, the study of practical effects, and the end of classroom observation activities. This paper evaluates and analyzes the effectiveness of the classroom observation practice model of IT teachers' professional ability enhancement. Part 6th, the summary of the study, and further summarizes the conclusions of this study. It also points out the deficiency of this paper and the direction and content of further research.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.67

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