教师网络培训中思维风格与学习活动关系模型设计研究
发布时间：2018-08-05 13:21
【摘要】：20世纪90年代以来,随着信息技术的迅速发展,网络培训作为一种新的教育形态,在企业培训和教师培训领域得到了广泛应用。但是目前教师网络培训中存在着“一刀切”、“一锅煮”现象,忽视了学员的个性化学习需求,丧失了网络培训的灵活性和高效性,影响了培训效果。本文通过研究教师网络培训中个体思维风格与学习活动的关系模型,期望能在丰富个性化学习的理论的同时,指导教师网络培训实践中的学习活动设计,提高培训效果和质量。本研究以教师为研究对象,采用文献研究法、问卷调查法、内容分析法等研究方法,对思维风格与学习活动偏好的关系展开研究。研究主要以思维风格理论和学习活动理论的文献研究为基础,通过分析不同思维风格类型的特点与网络学习活动做出对应假设,从理论上为关系模型的构建打下基础。之后利用《教师网络培训思维风格与学习活动调查问卷》测量和收集整理思维风格与学习活动选择偏好的关系数据,最后利用logistic回归分析得到思维风格与网络学习活动的关系模型。本研究通过对调查问卷数据的统计分析,得到了思维风格与学习活动的相关性关系和思维风格与学习活动的关系模型。研究结果成功验证了理论分析中所提出的不同思维风格类型与学习活动偏好的部分对应假设。针对受测教师思维风格特点的描述性分析基本符合研究的预期,与已有研究的结论也较为一致。多种类型的思维风格对网络学习活动有显著的预测作用,回归模型拟合度良好,研究设计得出的关系模型可用性较高。如立法型风格对自学型学习活动正向的预测力较强,保守型风格对实践型学习活动的反向预测力较强。平等竞争型和执法型风格越强,个体选择由教师评价学习成果的可能性越高;局部型风格越强,个体选择教师评价的可能性就越低。新时代的教师必须适应新的形势,实现新时代下与信息技术相结合教育理念,在政策层面上,我们已经提出了要求教师成为终身的学习者,教师网络培训对教师作为终身学习者意义重大。研究教师网络培训环境下如何基于其个性化特征推荐适切的学习活动具有十分重要的现实意义。
[Abstract]:Since 1990s, with the rapid development of information technology, network training, as a new form of education, has been widely used in the field of enterprise training and teacher training. However, there is a phenomenon of "one-size-fits-all" and "one-pot cooking" in the teacher's online training, which ignores the individual learning needs of the trainees, loses the flexibility and efficiency of the online training, and affects the training effect. By studying the relationship model between individual thinking style and learning activities in teacher's online training, this paper hopes to enrich the theory of individualized learning and guide the design of learning activities in the practice of teacher's online training, so as to improve the training effect and quality. In this study, the relationship between thinking style and learning preference was studied by using the methods of literature research, questionnaire survey, content analysis and so on. The research is mainly based on the literature research of thinking style theory and learning activity theory. By analyzing the characteristics of different thinking styles and the corresponding hypothesis of network learning activities, the research lays a foundation for the construction of relational model theoretically. Then we use the questionnaire of teacher's online training thinking style and Learning activity to measure and collect the data of the relationship between thinking style and learning activity preference. Finally, logistic regression analysis is used to get the relationship model between thinking style and network learning activities. Based on the statistical analysis of questionnaire data, the relationship between thinking style and learning activities and the relationship between thinking style and learning activities are obtained. The results of the study successfully verify the hypothesis of different thinking style types and learning activity preferences proposed in the theoretical analysis. The descriptive analysis of the characteristics of the teachers' thinking style is in line with the expectation of the research and the conclusion of the previous research. Many types of thinking styles can predict the network learning activities, the fitting degree of regression model is good, and the usability of relational model is high. For example, the legislative style has a strong predictive power to the self-study activity, and the conservative style to the practice learning activity. The stronger the style of equal competition and law enforcement, the higher the possibility of individual selection to evaluate learning achievements by teachers, and the stronger the local style, the lower the possibility of individual selection of teacher evaluation. Teachers in the new era must adapt to the new situation and realize the educational concept of combining with information technology in the new era. At the policy level, we have proposed to require teachers to become lifelong learners. Teacher network training is of great significance to teachers as lifelong learners. It is of great practical significance to study how to recommend appropriate learning activities based on their individualized characteristics in the environment of teachers' network training.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G434;G451
本文编号：2165920
[Abstract]:Since 1990s, with the rapid development of information technology, network training, as a new form of education, has been widely used in the field of enterprise training and teacher training. However, there is a phenomenon of "one-size-fits-all" and "one-pot cooking" in the teacher's online training, which ignores the individual learning needs of the trainees, loses the flexibility and efficiency of the online training, and affects the training effect. By studying the relationship model between individual thinking style and learning activities in teacher's online training, this paper hopes to enrich the theory of individualized learning and guide the design of learning activities in the practice of teacher's online training, so as to improve the training effect and quality. In this study, the relationship between thinking style and learning preference was studied by using the methods of literature research, questionnaire survey, content analysis and so on. The research is mainly based on the literature research of thinking style theory and learning activity theory. By analyzing the characteristics of different thinking styles and the corresponding hypothesis of network learning activities, the research lays a foundation for the construction of relational model theoretically. Then we use the questionnaire of teacher's online training thinking style and Learning activity to measure and collect the data of the relationship between thinking style and learning activity preference. Finally, logistic regression analysis is used to get the relationship model between thinking style and network learning activities. Based on the statistical analysis of questionnaire data, the relationship between thinking style and learning activities and the relationship between thinking style and learning activities are obtained. The results of the study successfully verify the hypothesis of different thinking style types and learning activity preferences proposed in the theoretical analysis. The descriptive analysis of the characteristics of the teachers' thinking style is in line with the expectation of the research and the conclusion of the previous research. Many types of thinking styles can predict the network learning activities, the fitting degree of regression model is good, and the usability of relational model is high. For example, the legislative style has a strong predictive power to the self-study activity, and the conservative style to the practice learning activity. The stronger the style of equal competition and law enforcement, the higher the possibility of individual selection to evaluate learning achievements by teachers, and the stronger the local style, the lower the possibility of individual selection of teacher evaluation. Teachers in the new era must adapt to the new situation and realize the educational concept of combining with information technology in the new era. At the policy level, we have proposed to require teachers to become lifelong learners. Teacher network training is of great significance to teachers as lifelong learners. It is of great practical significance to study how to recommend appropriate learning activities based on their individualized characteristics in the environment of teachers' network training.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G434;G451
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