本文選題：教師培訓(xùn) + 混合式培訓(xùn)��； 參考：《上海師范大學(xué)》2017年碩士論文

【摘要】：隨著信息化教育的發(fā)展,面向教師的混合式培訓(xùn)已得到越來越多的應(yīng)用,其目標(biāo)在于提高教師專業(yè)水平和信息化教學(xué)能力的同時(shí),還能較好地將受訓(xùn)教師培訓(xùn)所學(xué)應(yīng)用于教學(xué)實(shí)踐。本文研究的問題是受訓(xùn)教師培訓(xùn)后應(yīng)用培訓(xùn)所學(xué)知識(shí)和技能會(huì)受到哪些主要因素的影響?每個(gè)主要因素對(duì)培訓(xùn)效果影響的重要程度是如何排序?為此,本人通過文獻(xiàn)查詢、問卷調(diào)查、教學(xué)實(shí)踐(上海靜安區(qū)教育部-樂高“創(chuàng)新人才培養(yǎng)計(jì)劃”混合式教師培訓(xùn))等對(duì)混合式培訓(xùn)進(jìn)行了研究,探索面向教師的混合式樂高培訓(xùn)效果的影響因素和如何在學(xué)校教學(xué)實(shí)踐中把培訓(xùn)所學(xué)技能學(xué)以致用。首先闡述了近年來國(guó)內(nèi)外對(duì)影響培訓(xùn)效果相關(guān)因素的研究情況和教師相關(guān)培訓(xùn)理論,包括教師培訓(xùn)、培訓(xùn)遷移理論以及相關(guān)的培訓(xùn)模型,例如BadwinFord培訓(xùn)效果模型、柯氏的四級(jí)評(píng)估模型等。其次,通過文獻(xiàn)研究法和問卷調(diào)查法對(duì)上海靜安區(qū)樂高項(xiàng)目培訓(xùn)進(jìn)行實(shí)證分析。通過樂高項(xiàng)目培訓(xùn)的問卷分析結(jié)果,研究了受訓(xùn)教師在學(xué)校教學(xué)中應(yīng)用培訓(xùn)所學(xué)技能的具體情況,以及受調(diào)查教師對(duì)影響培訓(xùn)效果因素的重要程度的觀點(diǎn)和建議。調(diào)查研究發(fā)現(xiàn):培訓(xùn)項(xiàng)目的設(shè)計(jì)、受訓(xùn)教師個(gè)體特征、同事態(tài)度、領(lǐng)導(dǎo)支持、工作環(huán)境對(duì)受訓(xùn)教師在學(xué)校教學(xué)中應(yīng)用信息技術(shù)提高教學(xué)水平有顯著的影響。最后,通過找出可能影響培訓(xùn)效果的主要因素以及各個(gè)因素對(duì)培訓(xùn)效果影響的重要程度大小,為以后的進(jìn)一步的教師培訓(xùn)提出改善和促進(jìn)教師培訓(xùn)的舉措和建議。本文創(chuàng)新點(diǎn)主要有三點(diǎn):第一、運(yùn)用培訓(xùn)模型對(duì)影響教師培訓(xùn)效果的五個(gè)主要因素進(jìn)行實(shí)證分析,研究結(jié)果表明培訓(xùn)項(xiàng)目的設(shè)計(jì)和同事態(tài)度這兩個(gè)因素的均值達(dá)到較高的水平。在培訓(xùn)中要重視教師需求調(diào)研和優(yōu)化培訓(xùn)內(nèi)容,技能培訓(xùn)中既重視個(gè)人發(fā)展,更要注重團(tuán)隊(duì)績(jī)效,同事間形成良好學(xué)習(xí)互助氛圍,促進(jìn)培訓(xùn)效果轉(zhuǎn)化;第二、對(duì)上海靜安區(qū)樂高培訓(xùn)過程和培訓(xùn)效果進(jìn)行分析研究,證實(shí)了混合式培訓(xùn)在技能培訓(xùn)中的優(yōu)勢(shì),為受訓(xùn)教師提供與學(xué)習(xí)內(nèi)容相匹配的培訓(xùn)方式,提高培訓(xùn)效果;第三、把學(xué)校環(huán)境中的領(lǐng)導(dǎo)支持和同事態(tài)度也作為影響因素進(jìn)行數(shù)據(jù)分析,擴(kuò)展了影響混合式培訓(xùn)效果相關(guān)因素的范疇。
[Abstract]:With the development of information education, the mixed training for teachers has been applied more and more, its goal is to improve teachers' professional level and information teaching ability, at the same time, It can also be applied to the training of trained teachers in teaching practice. The question of this paper is: what are the main factors that affect the application of training knowledge and skills after the training of trained teachers? How important is the degree of importance of each major factor to the effectiveness of the training? Therefore, through literature inquiry, questionnaire survey, teaching practice (Shanghai Jingan District Ministry of Education-Lego "innovative talent training program" hybrid teacher training), I have conducted a study on hybrid training. This paper explores the factors affecting the effect of mixed Lego training for teachers and how to apply the skills learned in school teaching practice. First of all, this paper expounds the research situation of factors related to training effect and the theory of teacher training, including teacher training, training transfer theory and relevant training models, such as Badwin Ford training effect model, at home and abroad in recent years. Coe's four-level evaluation model and so on. Secondly, through literature research and questionnaire survey, the paper makes an empirical analysis of Lego project training in Jing'an District of Shanghai. Through the questionnaire analysis of Lego project training, this paper studies the specific situation of the trained teachers' application of the training skills in school teaching, as well as the opinions and suggestions of the teachers surveyed on the importance of the factors affecting the training effect. It is found that the design of the training project, the individual characteristics of the trained teacher, the attitude of colleagues, the support of the leader and the working environment have significant influence on the application of information technology to improve the teaching level of the trained teacher in school teaching. Finally, by finding out the main factors that may affect the training effect and the importance of each factor to the training effect, the paper puts forward some measures and suggestions to improve and promote the teacher training for the further teacher training in the future. There are three main innovation points in this paper: first, the paper uses training model to analyze the five main factors that affect the effect of teacher training. The results show that the average of the two factors, the design of training project and the attitude of colleagues, has reached a higher level. In the training, we should pay attention to teachers' needs research and optimize the training content, pay attention to both individual development and team performance in skills training, and form a good atmosphere of mutual help in learning among colleagues to promote the transformation of training effect. This paper analyzes the training process and training effect of Lego in Jingan District of Shanghai, and confirms the advantages of hybrid training in skill training, and provides training methods that match the learning content for the trained teachers to improve the training effect; third, The influence factors of leadership support and colleagues' attitude in the school environment were analyzed and the range of factors related to the effect of mixed training was expanded.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G451.2;G434

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本文編號(hào)：2081404