提高区域教师信息技术应用能力培训效果的策略研究

发布时间：2018-02-03 09:27

本文关键词： 教师培训信息技术应用能力培训效果成人学习理论　出处：《四川师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：随着基础教育课程改革的全面推进和教育信息化的大力发展,教师作为教育信息化推进的主要手段,其信息技术应用能力已经成为教育信息化发展的瓶颈。提高教师信息技术应用能力主要是通过培训,我国在教师培训方面投入了大量的人力、物力,然而培训活动没有达到预期效果。笔者所在的成都市温江区就先后在2010年和2012年在全区开展了教师教育技术能力培训,教师参培率达85%以上,但是培训组织中仍然存在一定的问题,导致培训没有达到预期的效果。新一轮的中小学教师信息技术应用能力提升工程已经启动,到2017年底,全国中小学(含幼儿园)教师将参加新一轮的信息技术应用能力培训。温江区也在2015年正式启动培训项目,2017年底将完成全区2643名教师的培训工作。本文从区域的实际出发,以KirkPatrick培训效果评估理论的“四层次评估模型”为基础,设计调查问卷,收集区域教师的信息技术应用能力及培训的现状。结合工作中与教师的访谈对话,分析影响教师信息技术应用能力培训效果的因素,根据培训迁移理论,结合成人学习理论,提出提升区域教师信息技术应用能力培训效果的策略,并进行实践,以期对后续的培训有一定的指导意义。温江区已经具备了良好的信息化基础环境,教育部门不断加大培训的力度,以期提高教师的信息技术素养。然而,由于教师参加培训的机会少且不均,培训缺乏系统规划、没有充分调动教师参培的积极性、培训内容与教师期望不符、培训的形式单一导致的培训设计存在欠缺,使培训的效果不够理想,教师的信息技术应用能力提升缓慢。本研究第一章对研究的背景、目的、意义等进行阐述;第二章对本研究涉及到的三个理论基础进行界定和分析;第三章通过问卷调查数据和日常工作中的访谈内容,分析我区教师信息技术应用现状及培训现状;第四章以第三章为基础,分析影响我区信息技术应用培训效果的因素并以Holton的培训迁移影响因素模型中影响培训迁移效果的三个因素,提出从训前对象的选择和需求分析激发教师参加培训的动机,从训中培训内容与培训方式的优化来完善培训设计,从训后培训评价和后续支持来营造良好的迁移氛围三个方面的策略,最终达到提升培训效果的目的;最后,第五章通过2015年区级信息技术应用能力提升培训对提出的策略进行实践验证,分析其效果。
[Abstract]:With the overall advancement of the basic education curriculum reform and the development of educational informatization, teachers are the main means to promote the education informatization. Its information technology application ability has become the bottleneck of the development of education information technology. To improve teachers' information technology application ability is mainly through training. Our country has invested a lot of manpower and material resources in teacher training. However, the training activities did not achieve the desired results. In 2010 and 2012, the Wenjiang District of Chengdu carried out the training of teachers' educational technical ability, and the teacher reference rate reached more than 85%. However, there are still some problems in the training organization, resulting in the training did not reach the desired results. A new round of primary and secondary school teachers' information technology application ability improvement project has been started, until end of 2017. Teachers of primary and secondary schools (including kindergartens) across the country will participate in a new round of training in the application of information technology. Wenjiang District also officially launched the training project in 2015. In end of 2017, the training of 2,643 teachers will be completed in the whole region. This paper is based on the "four-level evaluation model" of KirkPatrick training effect evaluation theory. Design a questionnaire, collect the status of information technology application ability and training of teachers in the region, and analyze the factors that affect the effect of teachers' information technology application ability training combined with the interview and dialogue with teachers in the work. According to the training transfer theory and adult learning theory, this paper puts forward the strategies to improve the training effect of regional teachers'IT application ability, and carries on the practice. With a view to the follow-up training has certain guiding significance. Wenjiang District has already had a good information basic environment, education departments continue to increase the strength of training, with a view to improving teachers' information technology literacy. However. Because the opportunity of teachers to participate in the training is less and uneven, the training lacks systematic planning, does not fully mobilize the enthusiasm of teachers to participate in training, and the content of the training does not meet the expectations of teachers. The single form of training leads to the lack of training design, so that the effect of training is not ideal, and the ability of information technology application of teachers is improving slowly. The first chapter of this study describes the background, purpose and significance of the research; The second chapter defines and analyzes the three theoretical bases involved in this study. The third chapter analyzes the current situation of teachers' information technology application and training through questionnaire survey data and interview content in daily work. Chapter 4th based on the third chapter, analyzes the factors that affect the training effect of IT application in our region, and takes the three factors in Holton's training transfer model to influence the effect of training transfer. From the pre-training object selection and needs analysis to stimulate the motivation of teachers to participate in the training, from the training content and training way optimization to improve the training design. From the post-training training evaluation and follow-up support to create a good migration atmosphere three aspects of the strategy, and finally achieve the purpose of improving the training effect; Finally, chapter 5th verifies the proposed strategy through the training of district level IT application ability improvement in 2015, and analyzes its effect.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G635.1

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