职前教师的采纳技术教学行为影响因素研究

发布时间：2018-05-24 17:51

  本文选题：采纳技术教学行为 + 影响因素　； 参考：《东北师范大学》2016年博士论文

【摘要】：20世纪90年代以来,教育信息化作为教育发展的重要任务之一,在世界范围内得到大力推进。然而著名的“乔布斯之问”指出了世界性的教育信息化发展难题。它似乎告诉我们,尽管经历了数十年的发展,信息化教学所需的软硬件设备和资源环境已经基本建设完备,与之相匹配的教学方法体系和观念环境已经基本形成,但信息技术仍然没有在教育中发挥其应有的作用。面对此种情况,相关研究结果表明,教师作为教育活动的执行者,其对于已有信息技术的使用情况不理想是阻碍信息技术发挥作用的最重要因素。因此,探究导致教师在教学中使用信息技术情况不理想的原因成为解决“乔布斯之问”所蕴含的教育信息化难题的必由之路。而在具有相对“创新”属性的信息技术向已有悠久发展历史的教育系统扩散的过程中,信息技术的“创新”属性,使得教师在教学过程中对其采纳与接受需要经历一个非常复杂的过程。因此,探寻在教学过程中教师使用信息技术情况不甚理想的原因,需要对这个复杂的接受过程及影响这一过程的因素进行深入分析。综上所述,本研究以作为我国未来教师主要代表的职前教师为研究对象,在其完成三年职前教育全部课程,以“准教师”身份进行教育见习和教育实习期间,通过采用质化导向的个案研究和量化导向的实证研究相结合的混合研究方法,探究了职前教师的采纳技术教学行为的形成过程及影响因素。具体研究工作主要体现在以下几个方面:一、构建职前教师的采纳技术教学行为影响因素理论研究框架。由于信息技术相对传统教学方式的创新属性以及教师在教学活动中的特殊身份,本研究基于信息系统领域的个体技术接受理论、科技传播领域的创新扩散理论以及整合技术的学科教学知识理论,构建了职前教师的采纳技术教学行为形成过程模型,并基于此模型,提出了职前教师的采纳技术教学行为影响因素研究的理论框架。二、建立职前教师的采纳技术教学知识评价指标。掌握采纳技术教学的知识是职前教师形成采纳技术教学行为的起点。根据整合技术的学科教学知识(TPACK)理论对于教师知识结构的描述,可以看出本研究所构建的理论框架中的职前教师的采纳技术教学知识,即为其TPACK知识。而TPACK知识是一类结构化知识,对于此类结构化知识掌握情况的评价必须依据知识结构本身的特征。因此,本研究首先基于整合技术的学科教学知识理论,采用问卷调查方法,对职前教师TPACK知识结构中的七类知识元素水平进行测量,并对测量结果采用路径分析方法,构建职前教师TPACK知识结构路径分析模型。然后,以路径分析模型所体现的TPACK知识结构组成元素之间的结构与定量关系为依据,建立职前教师的采纳技术教学知识评价指标,对研究对象所具备的采纳技术教学知识水平进行评价。最后,根据评价结果,将研究对象分为高水平、中等水平和低水平三个组别,并在每组中选出知识水平最接近该组平均水平的研究对象作为本组的代表个案。三、职前教师的采纳技术教学行为影响因素个案研究。教师教学行为和课堂教学情境的双重不确定性,使得对于职前教师的采纳技术教学行为影响因素的研究,必须建立在深入课堂教学环境,了解教师教学行为的心理决策机制基础上。因此,本研究采用质化导向的个案研究,以根据采纳技术教学知识水平评价结果选出的三位职前教师为研究对象,采用访谈与观察相结合的研究方式,探究职前教师的采纳技术教学行为各类影响因素的具体含义及影响因素之间的结构关系。研究者针对采纳技术教学问题,分别对三个个案进行了教育见习后的访谈,教育实习中的观察和教育实习后的访谈。对于所收集的定性数据主要基于扎根理论进行了整理分析。四、职前教师的采纳技术教学行为影响因素实证研究。在个案研究中,尽管研究者通过对研究过程的设计尽量保证了研究的信度与效度,但通过个案研究所得研究结论是否能够反映个案所代表的职前教师群体的一般规律需要进一步验证。且个案研究结论仅描述了职前教师的采纳技术教学行为影响因素之间的定性关系,各类影响因素之间的定量关系如何同样需要进一步探究。因此,本研究以个案所在群体为研究对象,基于个案研究结论,通过问卷调查与结构方程模型相结合的实证研究,对个案研究结论的可推广性进行检验,同时探究职前教师的采纳技术教学行为各类影响因素之间的定量关系。在实证研究阶段,本研究首先根据个案研究得出的结论,构建职前教师的采纳技术教学行为影响因素理论假设模型。在此基础上,操作化模型中涉及到的相关变量,形成具有良好信度与效度的调查问卷,并以个案所在的群体为调查对象进行数据收集。对于所收集的有效数据,首先采用基于偏最小二乘法的结构方程模型进行分析,初步探索理论假设模型中提出的影响因素及其相互作用关系。根据模型探索的结果修正理论假设模型,并采用基于协方差最大似然估计的结构方程模型再次进行数据分析,最终得出职前教师的采纳技术教学行为各类影响因素及其结构与定量关系。五、研究结论与总结。在实证研究结论基础上,本研究结合个案研究所得结论,确定了能够影响职前教师的采纳技术教学行为各类因素的具体含义及相互影响作用。并基于此提出了通过创建合理的采纳技术教学的氛围、合理设置采纳技术教学相关课程以及提供充分的实践机会引导职前教师在教学中合理使用技术的三方面教师教育策略。本研究取得的研究成果,丰富了教师教育理论体系,发展了个体技术接受理论和创新扩散理论。且对于解决“乔布斯之问”所蕴含的我国教育信息化难题,具有一定的实践指导价值。
[Abstract]:Since 1990s, as one of the most important tasks of education development, education information has been vigorously promoted in the world. However, the famous "Jobs's question" has pointed out the worldwide problem of the development of education information. It seems to tell us that, despite the development of decades, the software and hardware equipment needed for information teaching and the development of the information technology The resources and environment have been basically constructed, and the teaching method system and the concept environment matched with it have been basically formed, but information technology is still not playing its due role in education. Ideal is the most important factor that hinders the use of information technology. Therefore, it is the only way to solve the difficult problem of education information contained in "Jobs's question", which leads to the teachers' use of information technology in teaching, and the information technology with relative "innovation" has a long history. In the course of the diffusion of educational system, the "innovation" attribute of information technology makes teachers need to experience a very complicated process of adoption and acceptance in the course of teaching. Therefore, to explore the reasons why teachers use information technology in the course of teaching is not ideal, and the process and influence of this complex process should be discussed. To sum up, this study, as the research object of the pre service teachers as the main representative of future teachers in China, has completed three years of pre service education in all courses, and through the "quasi teacher" as an educational probation and education practice, through the adoption of qualitative oriented case study and quantitative guidance of empirical research Combining the combined research method, the formation process and the influencing factors of the pre service teachers' adoption of technical teaching behavior are explored. The specific research work is mainly embodied in the following aspects: first, the construction of the theoretical research framework for the influence factors of the adoption of technical teaching behavior for the pre service teachers. And the special identity of teachers in the teaching activities is based on the theory of individual technology acceptance in the field of information system, the theory of innovation diffusion in the field of science and technology and the theory of subject teaching knowledge of integrated technology, and the model of the process of forming a pre service teacher's adoption of technical teaching behavior is constructed, and based on this model, a pre service teacher is put forward. The theoretical framework of adopting the research on the influencing factors of technical teaching behavior. Two, to establish an evaluation index for the adoption of technical teaching knowledge for pre service teachers. To master the knowledge of the adoption of technical teaching is the starting point for the pre service teachers to adopt the behavior of technology teaching. The description of the knowledge structure of teachers according to the theory of subject teaching knowledge (TPACK) of integrated technology can be described. In order to see that the pre service teachers in the theoretical framework constructed by this study are adopting the knowledge of technology teaching, that is, their knowledge of TPACK. And TPACK knowledge is a kind of structured knowledge, and the evaluation of such structured knowledge must be based on the characteristics of the knowledge structure itself. Therefore, the research is based on the integrated technology based teaching knowledge. In theory, we use the method of questionnaire to measure the level of seven kinds of knowledge elements in the TPACK knowledge structure of the pre service teachers, and use the path analysis method to construct the TPACK knowledge structure path analysis model of the pre service teacher. Then, the structure and quantity of the elements of the TPACK knowledge structure are reflected by the path analysis model. On the basis of the relationship, the knowledge evaluation index of the adoption of technical teaching for pre service teachers is established, and the knowledge level of the adoption of technology teaching is evaluated. Finally, according to the results of the evaluation, the research objects are divided into three groups of high level, medium level and low level, and the knowledge level is most close to the average level of the group in each group. Three, a case study of the influencing factors of the adoption of technical teaching behavior for pre service teachers. The dual uncertainty of teachers' teaching behavior and classroom teaching situation makes the research on the influencing factors of the adoption of technical teaching behavior for pre service teachers, which must be established in the classroom teaching environment and understanding the teachers. On the basis of the psychological decision-making mechanism of teaching behavior, this study adopts the qualitative oriented case study to study the three pre service teachers selected according to the evaluation results of the knowledge level of the adoption of technical teaching, and to explore the influence factors of the adoption of technical teaching behavior by the pre service teachers by the combination of interview and observation. Specific meaning and the structural relationship between the influencing factors. In view of the problem of adoption of technology teaching, the researchers conducted interviews with three cases after educational probation, observation in educational practice and interviews after educational practice. The qualitative data collected were mainly based on the theory of grounded theory. Four, the adoption of pre service teachers. In the case study, although the researchers have tried to ensure the reliability and validity of the research, the general rule of the pre service teacher group represented by the case study should be further verified. This paper only describes the qualitative relationship between the influencing factors of pre service teachers' adoption of technical teaching behavior, and how to further explore the quantitative relationship between the various factors. Therefore, this study takes the case group as the research object, based on the case study conclusion, and through the empirical study of the combination of the questionnaire survey and the structural equation model. To examine the generalization of the case study conclusions, and to explore the quantitative relationship between the various influence factors of the pre service teachers' adoption of technical teaching behavior. In the stage of empirical research, this study first builds a theoretical hypothesis model of the influence factors of the adoption of technical teaching behavior according to the case study. On the basis of the relevant variables involved in the operational model, a questionnaire with good reliability and validity is formed and data collection is taken as the subject of the case. For the effective data collected, the structure Fang Chengmo type based on partial least square method is first analyzed, and the preliminary exploration of the theoretical hypothesis model is proposed. According to the result of the model exploration, the theoretical hypothesis model is revised and the structural equation model based on the covariance maximum likelihood estimation is used again to analyze the data. Finally, the influence factors, the structure and the quantitative relationship of the various influence factors of the teaching behavior of the pre service teachers are finally obtained. Five, the conclusion and the research conclusion On the basis of the conclusions of the empirical study, this study combines the conclusions of the case study to determine the specific meaning and interaction of various factors that can affect the adoption of technical teaching behavior for pre service teachers. Based on this, this paper puts forward a reasonable adoption of technical teaching related courses through the creation of a reasonable atmosphere for the adoption of technical teaching. And provide full practice opportunities to guide teachers in three aspects of teachers' educational strategies in the proper use of technology in teaching. The results obtained in this study enrich the system of teacher education theory, develop the theory of individual technology acceptance and the theory of innovation diffusion, and solve the educational information contained in "Jobs's question". The difficult problem has certain practical guiding value.
【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G434
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本文编号：1929993