技术扩散背景下教师专业发展生态研究

发布时间：2017-12-31 12:28

  本文关键词：技术扩散背景下教师专业发展生态研究　出处：《华中师范大学》2017年博士论文　论文类型：学位论文

  更多相关文章： 技术扩散 教师专业发展 生态 教师专业发展生态

【摘要】：任何教育教学改革措施或政策的实施,最终都需要通过教师的有效执行才能够取得预期的改革结果。教师因此被认为是学校教育的第一资源,教师专业发展在整个教育乃至社会发展中的重要作用由此也得到了社会各界广泛的认可。进入新世纪以来,以计算机及其网络为核心的现代信息技术在教育教学中的广泛应用,在深刻改变教育的同时也为教师专业发展带来了机遇与挑战。在机遇方面,信息技术为教师专业发展提供了环境、方法、手段、方式与途径,基于信息技术的支持,教师专业发展理念、组织形式等方面都发生深刻变化,应用视频案例资源开展校本培训、网络研修与自主研修正成为传统教师专业发展模式的重要补充。在挑战方面,信息技术成为了教师学习的对象,教师必须要具备有相应的信息化教学理念与信息化教学能力才能够有效开展教学。因此信息技术的应用对教师的知识结构、能力体系以及教学观念等方面都提出新要求。信息化环境下的教师专业发展由此成为了亟需研究的问题。就我国来说,国家制定了各种促进信息化环境下教师专业发展的措施,各级教育管理部门组织投入大量的人力与物力开展了各种形式信息化教学能力培训或教师专业发展培训。但从结果来看,尽管这些培训的实施有效提高了中小学教师的专业发展水平,但与人们的预期还存在很大的差距,还有很大的发展空间,最显著的表现就是中小学课堂教学还没有得到根本性的改变,教师的信息化教学能力还没有显著提高。借助于社会学研究领域的“内卷化”概念,我国教师专业发展也陷入了内卷化的困境,即我国教师专业发展呈现出“有增长无发展”的发展形态。针对于当前的教师专业内卷化发展困境,国内学术界开展了大量的研究,研究的焦点主要集中在教师专业发展影响因素、教师专业发展模式与策略等方面。如果从导致教师专业内卷化发展困境的原因来看,当前普遍实施的集中式教师培训是导致这种内卷化发展困境的一个重要方面。这种集中式的教师专业发展方式是以技术理性主义思想为指导,其优势在于能够在短期内培养大量的教师,以满足教师数量与质量短缺等问题。但这种教师专业发展方式的最大不足在于把教师当作是被培训的对象,强调要向教师传授大量的知识与技能,进而忽视了教师在专业发展过程中的主体性地位,导致教师在专业发展过程中出现了客体性异化。因此教师主体性专业发展成为了人们关注的问题。教师主体性专业发展的关键点在于能够为教师创设良好的环境,以使教师在专业发展过程中能够发挥其主体性地位。而信息技术在教师专业发展中的应用为教师主体性的发挥提供了可能。因此,如何应用信息技术手段来优化教师专业发展环境,以使教师主体性能够得到发挥,成为了一个很有价值的研究问题。针对如何应用信息技术手段优化教师主体性的专业发展环境,本研究从生态学的视角对其进行研究,并将研究问题转变为“如何应用信息技术手段优化教师主体性专业发展生态”。研究首先基于技术社会学理论对技术扩散对教师专业发展环境的影响进行研究,提出了分析教师与技术关系的理论框架,基于该框架提出了技术与教师的互利共生关系以及技术影响教师专业发展的机制。在此基础之上,以人类发展生态学理论为基础,构建技术环境下的教师专业发展生态理论模型,详细分析了教师专业发展生态系统的内涵特征、生态主体结构、生态环境结构与生态关系结构,深入探讨了生态系统当中部分生态因子影响教师专业发展的机制、方式与路径。接着以该理论模型为基础,提出并验证了技术环境下的教师专业发展生态因子模型,找出生态系统当中能够影响教师专业发展的生态因子。再接着基于生态因子模型做了两个方面的量化研究:一是对生态环境与生态因子影响教师专业发展的特征进行分析,总结出生态环境影响教师专业发展的总体特征,以及生态因子影响教师专业发展的强度特征与人口学特征;二是从教师对待学习与应用技术的价值观念、教师技术应用行为与技术学习行为等方面实证分析了教师面向技术环境的技术适应特征。为了保证上述各项研究结果的科学性,本研究对限制性因子影响教师专业发展与教师技术适应特征进行案例分析,在对上述两项量化研究结果进行验证的基础上,进一步分析了生态因子影响教师专业发展的综合性特征。最后,以上述各项理论与量化研究的结果为基础,提出了应用信息技术优化教师主体性专业发展生态的思路与策略,以回应本研究所要解决的问题,同时也为教师专业发展研究与实践提供参考。
[Abstract]:The implementation of any educational reform measures or policies, eventually need through effective implementation of teachers can achieve the desired results. Therefore the reform of teachers is believed to be the first resource of school education, an important role in the professional development of teachers in the education and social development in the community have been widely recognized in the new century. And the wide application of modern information technology with computer and network as the core in the education and teaching, in the profound changes in education but also for teachers' professional development has brought opportunities and challenges. In opportunities, information technology provides the environment for teachers' professional development methods, means, ways and means, the support of information technology based on the idea of teachers' professional development, organizational forms have undergone profound changes, the application of video case resources to carry out school-based training, network training and self correction. Become an important supplement to the traditional model of teacher professional development. The challenges of information technology has become the object of teacher learning, teachers must have the corresponding information teaching idea and teaching ability of information technology to carry out effective teaching. Therefore, the application of information technology on Teachers' knowledge structure, ability system and teaching idea is put forward in terms of the new requirements of teachers' professional development under the information environment has become the urgent problem. As for China, the country has developed a variety of promoting teachers' professional development under the environment of information measures, education management departments at all levels to invest a lot of manpower and resources to carry out various forms of professional development training information teaching ability training or teachers. But from the results, although the implementation of these training can effectively improve the level of the professional development of teachers in primary and middle schools, but with people's expectations There is still a big gap, there is still much room for development, the most notable is the classroom teaching in primary and secondary schools has not been a fundamental change, teachers' information teaching ability is not significantly improved. With the help of sociological research in the field of "Involution" concept, teachers' professional development in our country are in involution dilemma that is, the professional development of teachers in our country appears "development growth without development". For teachers' professional development dilemma involution of the current domestic academic circles have conducted extensive research and study focus mainly on the influence factors in the professional development of teachers, teachers' professional development mode and strategy and so on. If the cause the plight of teachers' professional involution development point of view, the current widespread implementation of centralized training of teachers is an important aspect of this dilemma leads to involution development. This type of concentration Teachers' professional development is based on the technical rationalism as guiding ideology, its advantage is to cultivate a large number of teachers in the short term, in order to meet the problem of the quantity and quality of teachers shortage. But the biggest disadvantage of this way of professional development lies in the teachers as the training object, stressed the need to impart knowledge and skills to a large number of teachers then, ignoring the subjectivity of teachers in the process of professional development, leading teachers appeared object alienation in the process of professional development. Therefore the subjectivity of teachers professional development has become a concern of the people. The key points of teachers' individual professional development is to create a good environment for the teachers, so that teachers can play the position of the subject in the process of professional development. And the application of information technology in the professional development of teachers to provide the possibility of playing the subjectivity of teachers. Therefore, how to The application of information technology to optimize the professional development of teachers, so that teachers' subjectivity can be played, has become a very valuable research for professional development environment how to use information technology to optimize teachers' subjectivity, this paper from the ecological angle of view to the study and research into problems "how to use information technology to optimize teachers' professional development ecology". Based on the research on the impact of technology diffusion on Teachers' professional development environment of social science and technology theory, puts forward the theoretical framework of the relationship between teachers and technology, puts forward the framework technology and teachers mutualism mechanism and influence the professional development of teachers based on this foundation, with the ecology of human development theory as the foundation, the construction of ecological environment for teachers' professional development theory model Type, detailed analysis of the connotation and characteristics of the system of teachers' professional development of ecology, ecological main structure, the relationship between environmental structure and ecological structure, discussed the ecological system of some ecological factors affecting mechanism of teacher professional development, mode and path. Then based on this theoretical model, proposes and validates the ecological factors of professional teacher development model under the environment, ecological factors of ecological system can influence the professional development of teachers. Then the ecological factor model based on a quantitative study of two aspects: one is the characteristics of teachers' professional development impact on the ecological environment and ecological factors were analyzed, summed up the general characteristics of the ecological environment for the teacher professional development, and ecological factors affecting teachers' professional development strength characteristics and demographic characteristics; two is the values towards learning and application of technology from the teacher's teaching. In terms of teacher behavior of technology and technology learning behavior analysis technology for teachers to adapt to the environment and technology characteristics. In order to ensure the scientific research results, the characteristics of school teachers' professional development and adapt to the impact of technology on the restrictive factors in this study were verified in case analysis, based on the above two quantitative research results and further analysis of the comprehensive characteristics of Ecological Factors Affecting Teachers' professional development. Finally, based on the research above the theoretical and quantitative basis for the results, and puts forward some ideas and Strategies of teachers' professional development of the main body of ecological information technology optimization, in response to the research problem, but also provide a reference for teachers' development research and practice of professional.

【学位授予单位】：华中师范大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G451
，

本文编号：1359792