中小学教师信息素养与教学效能感的相关性研究

发布时间：2018-05-20 14:04

本文选题：中小学教师 + 信息素养　；参考：《辽宁师范大学》2015年硕士论文

【摘要】：教师的信息素养和教学效能感是教育技术学和教育心理学研究中的两个重要关注点,研究两者之间的相关作用过程具有重要的理论研究价值和现实指导意义。为此,本研究以某师范大学194名在职教育硕士研究生(中小学教师样本代表)为被试,采用问卷调查法和访谈法探讨在不同程度信息素养情况下,其教学效能感的差异情形和两者相关情形,同时研究教师信息素养与教学效能感的关联性是否会受到教师背景因素的影响或制约,并在此研究结果的基础上提出若干中小学教师专业化培养与发展的建议。教师的信息素养是一个动态发展的概念,它一般可分为信息意识、信息知识、信息能力、信息整合和信息伦理五个方面。中小学教师教学效能感相对比较稳定,可分为一般教学效能感和个人教学效能感两大方面。围绕这两个核心概念的不同方面,通过系列研究(高中低三种水平的交叉处理)发现：(1)中小学教师信息素养与教学效能感在不同程度上存在着显著性差异,即不同信息意识程度、不同信息知识程度、不同信息伦理程度的被试者在一般教学效能感和个人教学效能感水平上均存在显著差异；(2)在一般教学效能感方面,中小学教师信息素养的信息意识、信息知识、信息整合和信息伦理与其有显著的相关关系；在个人教学效能感方面,信息意识、信息知识、信息能力和信息伦理与其有显著的相关关系：(3)中小学教师的信息知识和信息能力对其教学效能感具有预测力；(4)文科类的教龄为3-7年的城镇女性教师信息素养高低会显著影响其教学效能感水平。通过对相关中小学教师的访谈,得到的结果也很好地佐证了上述研究结果。通过研究表明,中小学教师信息素养程度与其教学效能感水平有显著性差异和关联性,信息素养对教学效能感具有良好的预测功能,且教师信息素养与教学效能感的关联性会受到教师自身背景因素的影响。从教师、学校和教育行政部门三个方面有针对性地提高广大中小学教师信息素养和教学效能感,能够有效地促进教师的专业化发展进程,从而达到提升教育质量和教学效果的目的。
[Abstract]:Teachers' information literacy and teaching efficacy are two important concerns in the research of educational technology and educational psychology. Therefore, in this study, 194 postgraduates of in-service education (representative of primary and middle school teachers) in a normal university were investigated with questionnaires and interviews to explore the situation of different levels of information literacy. At the same time, it studies whether the relationship between teachers' information literacy and teaching efficacy will be influenced or restricted by teachers' background factors. On the basis of the research results, some suggestions on the professionalization and development of primary and secondary school teachers are put forward. Teachers' information literacy is a dynamic concept, which can be divided into five aspects: information consciousness, information knowledge, information ability, information integration and information ethics. Teachers' sense of teaching efficacy is relatively stable, which can be divided into two aspects: general sense of teaching efficacy and personal sense of teaching efficacy. Based on the different aspects of these two core concepts, it is found that there are significant differences between the information literacy and teaching efficacy of primary and secondary school teachers in different degrees through a series of studies (high school and low three levels of cross-processing). That is, the subjects with different levels of information consciousness, different levels of information knowledge and different levels of information ethics have significant differences in the level of general teaching efficacy and personal teaching efficacy. The information consciousness, information knowledge, information integration and information ethics of primary and secondary school teachers have a significant correlation with them. The relationship between Information ability and Information Ethics is significant: 3) the Information knowledge and Information ability of Primary and Middle School Teachers have a Predictive Power to their sense of Teaching efficacy. 4) the Information Literacy of female Teachers in cities and towns with three to seven years of Education in Liberal Arts It will significantly affect the level of teaching efficacy. Through the interview with the teachers of primary and secondary schools, the results of this study are well supported. The research shows that there are significant differences and correlations between the level of information literacy and the level of teaching efficacy of primary and secondary school teachers, and information literacy has a good predictive function on teaching efficacy. The correlation between teachers' information literacy and teaching efficacy will be affected by teachers' own background factors. By improving teachers' information literacy and teaching efficacy in three aspects: teachers, schools and educational administration departments, teachers' professional development can be promoted effectively. In order to improve the quality of education and teaching results.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G632.4;G434

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