【摘要】：學(xué)校信息化領(lǐng)導(dǎo)力長(zhǎng)期以來被看成是校長(zhǎng)個(gè)人的事情,然而事實(shí)證明這種觀點(diǎn)是不利于信息化落實(shí)到實(shí)踐層面的。教師是信息化推進(jìn)過程中落實(shí)到實(shí)踐層面上最重要的環(huán)節(jié),是信息化變革的實(shí)際代理人、創(chuàng)新者,信息技術(shù)的推廣需要教師這個(gè)一線代理人的積極參與投入。教師信息化領(lǐng)導(dǎo)力的提出有利于增強(qiáng)教師信息化變革意識(shí),激發(fā)教師在課堂教學(xué)中運(yùn)用信息化技術(shù),在與學(xué)生、同事、家長(zhǎng)的溝通中利用信息化工具。學(xué)校信息化進(jìn)程中教師領(lǐng)導(dǎo)力的發(fā)揮是不可或缺的,而教師在發(fā)揮信息化領(lǐng)導(dǎo)力的過程中總是存在著動(dòng)力不足的原因。本文試圖借助勒溫的場(chǎng)動(dòng)力理論從教師自身主體動(dòng)力、學(xué)校制度結(jié)構(gòu)、教師外在動(dòng)力因素三個(gè)方面來闡述教師信息化領(lǐng)導(dǎo)力生成的機(jī)理。本文通過問卷調(diào)查法就我國目前中小學(xué)的教師信息化領(lǐng)導(dǎo)力的現(xiàn)狀和存在的問題進(jìn)行了調(diào)查,通過對(duì)問卷的分析,得出教師信息化領(lǐng)導(dǎo)力提升的現(xiàn)實(shí)依據(jù)。研究?jī)?nèi)容主要為以下五章：第一章緒論,主要介紹了教師信息化領(lǐng)導(dǎo)力的研究問題的提出、研究目的及意義、研究的重難點(diǎn)和創(chuàng)新點(diǎn),并陳述了本研究的基本思路和研究所采用的方法。第二章主要是教師信息化領(lǐng)導(dǎo)力相關(guān)概念的界定和教師信息化領(lǐng)導(dǎo)力相關(guān)研究綜述,對(duì)教師信息化領(lǐng)導(dǎo)力相關(guān)文章進(jìn)行梳理,從而找出影響教師信息化領(lǐng)導(dǎo)力發(fā)揮的因素,為后面的研究打下基礎(chǔ)。第三章從文獻(xiàn)分析論證的基礎(chǔ)上分析得出教師信息領(lǐng)導(dǎo)力動(dòng)力的三個(gè)影響因素,一是,教師自身因素包括自我感知、自我需求、身份認(rèn)同和信息化教學(xué)能力四個(gè)方面,二是,學(xué)校制度結(jié)構(gòu)主要從學(xué)校的組織層面,中層管理團(tuán)隊(duì)的領(lǐng)導(dǎo)力因素、基層教師領(lǐng)導(dǎo)力方面展開。三是,教師外在動(dòng)力因素的調(diào)查,包括校長(zhǎng)的態(tài)度、同事的影響、學(xué)生的影響、學(xué)校信息文化氛圍政策激勵(lì)、時(shí)空機(jī)會(huì)。第四章主要是為了調(diào)查中小學(xué)教師信息化領(lǐng)導(dǎo)力發(fā)揮的現(xiàn)狀調(diào)查,調(diào)查是從三個(gè)方面展開的,教師自身因素、學(xué)校制度結(jié)構(gòu)主要從學(xué)校的組織層面、教師外在動(dòng)力因素的調(diào)查。為后面的策略提升打下現(xiàn)實(shí)基礎(chǔ)。第五章主要提出了中小學(xué)校教師信息化領(lǐng)導(dǎo)力的提升策略和途徑。通過研究發(fā)現(xiàn),教師信息化領(lǐng)導(dǎo)力的生成需要學(xué)校制度作為保障,同時(shí)需要充分挖掘教師自身的內(nèi)部動(dòng)力因素,還需要外在因素的促進(jìn)。
[Abstract]:School information leadership has long been regarded as a personal matter of principals, but facts have proved that this view is not conducive to the implementation of information to the practical level. Teachers are the most important link in the process of information promotion to the practical level, and they are the actual agents and innovators of information reform. The promotion of information technology requires the active participation of teachers as a front-line agent. The proposal of teachers' information leadership is helpful to enhance teachers' awareness of information reform, stimulate teachers to use information technology in classroom teaching, and make use of information tools in communication with students, colleagues and parents. In the process of school informatization, teachers' leadership is indispensable, and teachers always have the reason of insufficient motivation in the process of giving full play to information leadership. With the help of Levin's field dynamics theory, this paper attempts to explain the mechanism of the formation of teachers' information leadership from three aspects: the main motivation of teachers themselves, the structure of school system and the external dynamic factors of teachers. Through the questionnaire survey, this paper investigates the present situation and existing problems of teachers' information leadership in primary and secondary schools in our country, and through the analysis of the questionnaire, obtains the realistic basis for the improvement of teachers' information leadership. The main contents of the study are as follows: the first chapter is the introduction, which mainly introduces the research problems of teachers' information leadership, the purpose and significance of the research, the difficulties and innovations of the study. The basic ideas of this study and the methods used in the study are also described. The second chapter is mainly about the definition of teachers' information leadership and the summary of teachers' information leadership research, and combs the related articles of teacher information leadership, so as to find out the factors that affect the display of teachers' information leadership. It lays the foundation for the following research. The third chapter analyzes three influencing factors of teachers' information leadership motivation from the basis of literature analysis and argumentation. First, teachers' own factors include four aspects: self-perception, self-demand, identity and information teaching ability. The school system structure is mainly carried out from the organizational level of the school, the leadership factors of the middle management team, and the leadership of teachers at the grass-roots level. Third, the investigation of teachers' external motivation factors, including the attitude of principals, the influence of colleagues, the influence of students, the incentive of school information culture atmosphere policy, space-time opportunities. The fourth chapter is mainly to investigate the current situation of primary and secondary school teachers' information leadership, the investigation is carried out from three aspects, teachers' own factors, school system structure mainly from the organizational level of the school, teachers' external dynamic factors. It lays a realistic foundation for the promotion of the following strategies. The fifth chapter mainly puts forward the strategies and ways to improve the information leadership of primary and secondary school teachers. Through the research, it is found that the generation of teachers' information leadership needs the school system as the guarantee, at the same time, it needs to fully excavate the internal motive factors of teachers themselves, and also needs the promotion of external factors.
【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G635.1;G434

【共引文獻(xiàn)】

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