中小学教师在线培训学习动机与学习满意度关系研究

发布时间：2018-03-30 06:31

本文选题：在线培训　切入点：中小学教师　出处：《东北师范大学》2017年硕士论文

【摘要】：伴随着教育信息化的迅猛发展和互联网+教育时代的到来,保障教师培训的效果和质量成为目前国家教师在线培训的首要目标。国内外已有大量研究表明:了解学习者的学习动机、学习满意度以及它们之间的关系,对于改善网络环境下教育教学管理以及保障在线学习的效果和质量具有十分重要意义。然而关于中小学教师参加在线培训这类群体目前却鲜有研究。因此,本研究首先通过文献研究法对国内外有关学习动机、学习满意度以及它们之间关系研究进行整理和分析,并在已有研究成果基础上,结合参加在线培训的中小学教师特征,编制出能够系统反映受训教师学习动机和学习满意度的调查问卷;然后选取参加过在线培训的420名中小学教师为调查对象,运用自主编制的问卷从求知兴趣、社会关系、职业发展、逃避常规以及外界影响五个方面对参与培训的教师进行学习动机现状调查,同时从课程设置、学习资源、培训效果、培训师资和学习支持管理服务五个维度对参与培训的教师进行满意度调查,采用IBM SPSS22.0对获得的数据进行统计和分析,并在问卷调查分析的基础上,进一步对参加过在线培训的4位中小学教师进行访谈调查。综合问卷调查和访谈的分析结果表明:参训者的在线培训动机和满意度在整体状况上均属于中偏高程度;在学习动机各维度得分中,求知兴趣最高,其余维度得分从高到低分别为职业发展、社会关系、外界影响、逃避常规;在满意度的各维度得分中,培训师资最高,其余维度得分由高到低依次为培训效果、学习支持管理服务、课程设置、学习资源;学习动机和满意度在不同背景变量上有一定差异;学习动机和满意度之间存在着一定的相关关系,且对满意度有明显的预测力,其中以求知兴趣的预测力为最大。最后,根据研究结果尝试从培训机构、课程设置和在线辅导教师三个方面提出提高受训教师学习动机和满意度的改进策略,期望能为以后教师在线培训工作的开展提供借鉴。
[Abstract]:With the rapid development of educational information and the arrival of the era of Internet education, Ensuring the effect and quality of teacher training has become the primary goal of online teacher training in China and abroad. A large number of studies at home and abroad have shown that: understand learners' learning motivation, learning satisfaction and the relationship between them. It is of great significance to improve the management of education and teaching under the network environment and to guarantee the effect and quality of online learning. However, there are few studies on the participation of primary and secondary school teachers in online training. In this study, first of all, the research on learning motivation, learning satisfaction and the relationship between them are summarized and analyzed through literature research, and based on the existing research results, the characteristics of primary and secondary school teachers who participate in online training are combined. A questionnaire which can systematically reflect the learning motivation and learning satisfaction of the trained teachers was developed, and 420 primary and secondary school teachers who participated in the online training were selected as the survey subjects, and the self-compiled questionnaire was used to obtain knowledge interest and social relations. The present situation of teachers' learning motivation is investigated from five aspects: career development, escape from routine and outside influence. Meanwhile, the present situation of teachers' learning motivation is investigated from the aspects of curriculum, learning resources, and training effect. The five dimensions of training teachers and learning support management services were used to investigate the teachers' satisfaction with the training, and the data obtained were analyzed by IBM SPSS22.0, and based on the questionnaire survey. The comprehensive questionnaire survey and the analysis of the interviews show that the online training motivation and satisfaction of the participants are on the high side in the overall situation; In each dimension of learning motivation, interest in learning is the highest, and the scores of other dimensions from high to low are career development, social relations, external influence, escape from routine, and training teachers have the highest scores in each dimension of satisfaction. The other dimension scores from high to low are training effect, learning support management service, curriculum setting, learning resources, learning motivation and satisfaction in different background variables. There is a certain correlation between learning motivation and satisfaction, and there is a significant predictive power to satisfaction, among which the prediction of interest in learning is the greatest. Finally, according to the results of the study, we try to learn from the training institutions. This paper puts forward some strategies to improve the learning motivation and satisfaction of the trained teachers from the three aspects of curriculum setup and online tutoring teachers, which is expected to provide reference for teachers' online training in the future.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434;G635.1

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