重庆市中小学信息技术教师专业认同研究

发布时间：2018-08-20 08:37

【摘要】：中小学信息技术教师是推进基础教育信息化的动力因素,也是教育信息化建设的必要环节,随着基础教育信息化的推进与发展,中小学信息技术教师专业发展受到越来越多的关注。教师专业发展不仅包括教师的专业知识、技能等的外在发展,还包括专业情意等的内在发展。已有关于信息技术教师专业发展的研究主要关注其专业知识、技能等的发展,而对信息技术教师专业情意的研究相当缺乏。信息技术教师专业认同作为教师专业情意之一,对教师的工作态度、工作质量、专业发展态度等都会产生影响,因此对信息技术教师专业认同的研究存在极其重要的意义。目前国内对信息技术教师专业认同的研究很少,对信息技术教师专业认同的结构维度划分不统一,相关研究多以问卷而非量表的形式进行。本研究在对国内外相关研究的综合分析的基础上,重点研究以下四个问题:(1)信息技术教师专业认同的结构维度的理论构建及实践验证;(2)信息技术教师专业认同测验量表的编制;(3)以重庆市部分中小学为例,其信息技术教师专业认同的总体水平及差异情况;(4)中小学信息技术教师专业认同的影响因素及增强策略建议。围绕这四个问题,本研究主要从四部分进行深入。第一、概念界定及文献综述这一部分,主要对国内外教师专业认同和信息技术教师专业认同的相关研究进行了分析和总结。借鉴国内外的研究基础对教师专业认同这一概念进行了描述,分析了国内外教师专业认同以及国内信息技术教师专业认同的研究内容、研究结果和研究方法。第二、信息技术教师专业认同结构维度的理论构建和实践验证及测验量表的编制在文献综述的基础上,通过理论分析以及借鉴已有研究,构建了4维度的信息技术教师专业认同结构;接着按照量表编制的一般步骤:建立项目池、决定项目形式采用利克特型量表、邀请专家评审初拟项目、试测、评价项目(项目分析、因素分析),最终确立中小学信息技术教师专业认同初始测验量表;在试测和评价项目的过程中对最初理论构建的结构进行实践验证,采用因素分析方法对理论构建的结构维度进行修正。第三、中小学信息技术教师专业认同的量化研究量化研究以第二部分编制的测验量表为基础,调查了重庆市部分中小学信息技术教师专业认同的总体水平和差异情况,通过描述性统计、独立样本T检验和单因素方差分析等方法进行数据分析,得到的研究结论如下:(1)重庆市中小学信息技术教师专业认同水平中等偏高,还有提高的空间,具体而言,重庆市中小学信息技术教师的专业责任感较强,专业归属感一般,专业价值感相对较弱。(2)重庆市信息技术教师的教师专业认同及各维度在性别、年龄、学历、工作经历、学校所属地、职称、工资水平、工作内容上不存在显著差异。(3)重庆市信息技术老师的专业认同及各维度在不同教龄、不同学段、不同专业和不同学校所在地上存在显著差异。第四、中小学信息技术教师专业认同影响因素的研究本部分的研究首先运用了访谈法对八位重庆市中小学信息技术教师进行研究,发现影响信息技术老师的专业认同的因素大致来自学校方面、同事方面、学生方面和个人方面;其次以这四方面为基础设置了“10个影响因素题项”作为第二部分中的正式问卷的一部分,对影响因素进行量化研究,数据分析结果显示10个因素都会影响信息技术教师的专业认同;再次对信息技术教师的定位问题和影响信息技术教师的重要因素进行了讨论,并在此基础上提出了增强信息技术教师专业认同策略的建议。最后,对本研究的研究成果进行了总结,对现实情况和研究过程进行了反思。
[Abstract]:Information technology teachers in primary and secondary schools are the driving force to promote the informationization of basic education and the necessary link in the construction of educational informationization. With the advancement and development of basic education informationization, the professional development of information technology teachers in primary and secondary schools has attracted more and more attention. The research on IT teachers'professional development mainly focuses on the development of their professional knowledge and skills, while the research on IT teachers' professional affection is rather scarce. Quantity, professional development attitude and so on will have an impact on it teachers'professional identity, so the research on it teachers' professional identity is of great significance. On the basis of comprehensive analysis of relevant research at home and abroad, this study focuses on the following four issues: (1) theoretical construction and practical verification of the structural dimension of IT teachers'professional identity; (2) development of the IT teachers' professional identity scale; (3) taking some primary and secondary schools in Chongqing as an example, the IT teachers'professional identity The overall level and differences; (4) Influencing factors of IT teachers'professional identity in primary and secondary schools and suggestions for enhancing strategies. Around these four issues, this study mainly carries out in-depth from four parts. The research is analyzed and summarized. The concept of teacher's professional identity is described with reference to the research foundation at home and abroad. The research contents, research results and research methods of teacher's professional identity at home and abroad are analyzed. Second, the theoretical construction of the dimension of teacher's professional identity structure of information technology is discussed. On the basis of literature review, the four-dimensional structure of IT teachers'professional identity is constructed by theoretical analysis and referring to existing research. Then, the general steps of the scale are as follows: establishing project pool, deciding the project form to adopt Likert scale, inviting experts to evaluate the initial project and testing it. In the process of testing and evaluating the project, the structure of the original theory is verified in practice, and the structural dimension of the theory is revised by the method of factor analysis. Thirdly, information technology teachers in primary and secondary schools Quantitative Research on Professional Identity Based on the test scale compiled in the second part, this paper investigates the overall level and differences of professional identity of some IT teachers in primary and secondary schools in Chongqing. Data are analyzed by descriptive statistics, independent sample T-test and one-way ANOVA. The conclusions are as follows. (1) The professional identity of information technology teachers in primary and secondary schools in Chongqing is on the high side, and there is room for improvement. Specifically, the professional responsibility of information technology teachers in primary and secondary schools in Chongqing is strong, the sense of professional belonging is general, and the sense of professional value is relatively weak. (2) The professional identity of information technology teachers in Chongqing and its dimensions in gender, age, etc. There were no significant differences in academic qualifications, work experience, school location, professional title, salary level, and work content. (3) There were significant differences in the professional identity of information technology teachers in Chongqing among different teaching ages, different school stages, different majors and different school locations. This part of the study first used interview method to study eight information technology teachers in primary and secondary schools in Chongqing, found that the factors affecting the professional identity of information technology teachers mainly come from the school, colleagues, students and individuals; secondly, based on these four aspects, set up a "10 factors" work. As a part of the formal questionnaire in the second part, this paper makes a quantitative study of the influencing factors. The results of the data analysis show that all the 10 factors will affect the professional identity of IT teachers. Thirdly, the positioning of IT teachers and the important factors affecting IT teachers are discussed, and on this basis, an enhanced letter is proposed. Finally, the research results are summarized and the actual situation and research process are reflected.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.67

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