中学化学教师ICT应用能力对教学交互有效性的影响研究

发布时间：2018-01-03 22:25

本文关键词：中学化学教师ICT应用能力对教学交互有效性的影响研究　出处：《华中师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：现代教育技术的快速发展,推动着课堂教学交互形式和内容发生潜移默化的改变。但是不难发现,课堂教学低效交互的现象依然存在。有关影响信息技术课堂教学交互有效性的研究表明教师是重要的影响因素之一,进一步对教师因素进行细化,研究教师ICT(信息交流技术,以下简称ICT)应用能力对教学交互作用的影响,以期提高教学交互有效性。本论文的研究问题如下：(1)中学化学教师ICT应用能力内涵、结构如何?(2)教学交互的内涵如何?(3)中学化学教师ICT应用能力的现状如何?人口学背景因素差异如何?(4)中学化学教学交互现状如何?人口学背景因素差异如何?(5)中学化学教师ICT应用能力对教学交互有效性的影响是怎样的?本论文由五个部分组成。第一部分为绪论,阐述问题的提出、研究意义、研究内容、研究设计与方法。第二部分是文献综述,解释本文研究中所涉及到的核心概念“教师ICT应用能力”“教学交互有效性”等等；比较分析国内外研究有关“教师ICT应用能力”“教学交互有效性”的发展现状。第三部分是中学化学教师ICT应用能力对教学交互有效性的影响调查研究,对调查问卷的编制、试测、正式发放与回收情况进行说明：对中学化学教师ICT应用能力和教学交互有效性的现状进行统计分析,从教师信息素养、设计与准备、组织与管理、评估与诊断以及交流与学习5个维度描述中学化学教师ICT应用能力的状况,并进行人口学背景差异检验；教学过程中学生参与度和发展度对教学交互有效性的状况进行描述,并进行人口学背景差异检验；对中学化学教师ICT应用能力、教学交互有效性的各维度和整体之间进行相关性分析,然后通过路径分析验证假设模型,检验两者之间具体的影响路径。第四部分是中学化学教师ICT应用能力对教学交互有效性影响的案例研究,选择两位老师相同课题作为观测案例,比较分析两位老师的ICT应用能力和教学交互过程的差异状况。第五部分主要论述本研究的结论与启示、创新与不足、反思与展望。本论文的研究结论如下：(1)中学化学教师ICT整体发展一般,其中教师信息素养能力和交流与学习能力发展较好,组织与管理能力处于中等水平,设计与准备能力和诊断与评估能力发展较差。中学化学教师ICT应用能力在性别和教龄上有显著性差异,其中男性教师显著高于女性教师,教龄10年以上的教师显著高于教龄小于3年的教师。在地域、学校级别和学历上中学化学教师ICT应用能力不存在显著性差异。(2)中学化学课堂教学交互状况良好,其中学生参与课堂交互状况较好,学生在教学交互过程中的发展度相对较差。在教师性别、地域、学校级别、学历以及教龄上教学交互有效性整体上有显著差异,其中男性教师显著高于女性教师、省会城市教师显著高于地级市和县级市教师,省级重点学校教师显著高于普通中学教师,硕士学历教师显著高于本科学历教师,教龄10年以上的教师显著高于教龄小于3年的教师。(3)教师ICT应用能力的各维度和整体与教学交互有效性的各维度和整体之间存在显著正相关。教师的设计与准备、诊断与评估和交流与学习三个外因变量对内因变量参与度存在显著影响,其中诊断与评估对参与度的影响最大。教师信息素养、设计与准备、组织与管理和诊断与评估四个外因变量对内因变量发展度存在显著影响,其中设计与准备和诊断与评估对发展度的影响较大。本研究为提升教学交互有效性的研究提供了方向与思路,具体到教师ICT应用能力对教学交互过程和结果的影响,建议对教师信息化技能培训的内容更加注重诊断与评估能力的提升,教学过程中采用多样化的交互形式,整体提升教学交互有效性。
[Abstract]:The rapid development of modern educational technology, promote the classroom teaching interactive form and content of the subtle change. But it is not difficult to find, the classroom teaching inefficient interaction still exists. The influence of information technology classroom interactive teaching effectiveness research shows that teachers are one of the important factors, and further refinement of teachers, teachers of ICT (information and communication technology, hereinafter referred to as ICT) affect the ability of application of interaction teaching, in order to improve the teaching effectiveness. The research question of this thesis are as follows: (1) the connotation of the middle school chemistry teacher ICT application ability structure? (2) how the connotation of the teaching interaction? (3) how to present ICT applications the ability of middle school chemistry teacher? How different demographic factors? (4) how the status of chemical interaction in teaching middle school? How different demographic factors? (5) ICT application of high school chemistry teachers The ability of teaching effect of effective interaction is what kind of? This paper consists of five parts. The first part is the introduction, it elaborates the question, research significance, research content, research design and methods. The second part is the literature review, this paper explains the research involved in the core concept of "teacher ICT applications" "teaching effectiveness" and so on; a comparative analysis of domestic and foreign research on "teachers' ICT application ability" and "teaching effectiveness" of the status quo. The third part is the ICT application ability of middle school chemistry teachers on the teaching of effective interaction influence research, preparation of the questionnaire test, formally issued instructions and recovery: for high school chemistry teachers' ICT application ability and teaching effectiveness of interactive situation for statistical analysis, from the teachers' information literacy, design and preparation, organization and management, assessment and diagnosis and The 5 dimensions of communication and learning to describe the ICT application ability of middle school chemistry teacher status, and examined demographic differences; process of teaching students participation and development of interactive teaching effectiveness of the situation described, and tested the demographic differences of middle school chemistry teachers; ICT application ability, teaching interaction between the various dimensions of effective and the overall correlation analysis and path analysis to verify the hypothesis model, the specific effects of path testing between the two. The fourth part is the case study of ICT application ability in the middle school chemistry teacher interaction is effective influence on teaching, choose two teachers of the same topic as the observation case, the difference of ICT application ability and the process of teaching interaction two the teacher's analysis. The fifth part mainly discusses the conclusion and Enlightenment of this research, innovation and shortcomings, reflection and Prospect of this paper. The research conclusions are as follows: (1) middle school chemistry teacher ICT overall development, the teachers' information literacy and communication and learning ability is better, the ability of organizing and managing in the middle level, the design and preparation of the diagnosis and evaluation of development ability and ability is poor. The middle school chemistry teacher ICT application ability have significant differences in gender and age among them, male teachers higher than female teachers, the teachers who have taught more than 10 years significantly higher than those of less than 3 years of teachers. In the region, school level and degree of high school chemistry teachers' ICT application ability. There are no significant differences (2) chemistry classroom teaching interaction status of middle school students to participate in classroom interaction, which in good condition, students in the process of teaching interaction in the relatively poor degree. In Teachers' gender, regional, school level, education and teaching on the teaching effectiveness of the overall interaction have significant differences, The male teachers are significantly higher than that of female teachers, the provincial capital city teachers were significantly higher than the county level and provincial key teachers, school teachers were significantly higher than that of ordinary high school teachers, master's degree teacher is higher than undergraduate education teachers, the teachers who have taught more than 10 years was significantly higher than that in less than 3 years of age to teach teachers. (3) the application ability of the teachers ICT the overall dimensions and interaction between teaching and effective of all dimensions and overall there is a significant positive correlation. The design and preparation of teachers, diagnosis and assessment and communication and learning three external variables on the internal variables of participation has a significant impact, including the diagnosis and evaluation of effect of participation. The teachers' information literacy, design and preparation. Organization and management and the diagnosis and evaluation of the four exogenous variables have significant influence on the development of internal variables, the design and preparation and diagnosis and to assess the impact on the development of a Great. This study provides direction and ideas for the research on the effectiveness of interactive teaching to improve the teachers, to the impact of specific ICT application ability in the process of teaching interaction and the results, suggestions for teachers' information skills training content pays more attention to the diagnosis and evaluation of ability, using a variety of forms of interaction in the teaching process, to enhance the overall teaching effective interaction.

【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G434;G633.8

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