本文選題：非正式學(xué)習(xí) + 教育技術(shù)能力　； 參考：《陜西師范大學(xué)》2009年碩士論文

【摘要】： 隨著基礎(chǔ)教育課程改革的進(jìn)一步深化,新的課程理念以及新的課程標(biāo)準(zhǔn)對教師的教育技術(shù)能力提出了更高的要求。如何有效的促進(jìn)教師的專業(yè)化發(fā)展,提高教師的教育技術(shù)能力,保證基礎(chǔ)教育的質(zhì)量和效果已經(jīng)成為一個(gè)迫切需要解決的問題。教育部于2004年12月頒布了《中小學(xué)教師教育技術(shù)能力標(biāo)準(zhǔn)(試行)》,為中小學(xué)教師的教育技術(shù)能力發(fā)展提供標(biāo)準(zhǔn),有利于促進(jìn)教師教育技術(shù)能力的發(fā)展。非正式學(xué)習(xí)最早起源于公司與企業(yè)中,用于提高員工的工作績效,解決常規(guī)培訓(xùn)的占用時(shí)間長、培訓(xùn)內(nèi)容脫離實(shí)際需求等缺點(diǎn),通過員工之間的自我調(diào)節(jié)、自我控制來提高工作績效。后來,逐漸引起教育界的關(guān)注,并應(yīng)用到實(shí)際的教育教學(xué)過程中。本文通過引入非正式學(xué)習(xí),在相關(guān)理論的支持下,結(jié)合教師教育技術(shù)能力發(fā)展的特點(diǎn),在分析了相關(guān)促進(jìn)因素的基礎(chǔ)上,構(gòu)建出中小學(xué)教師教育技術(shù)能力非正式發(fā)展模型。從而促進(jìn)教師的教育技術(shù)能力發(fā)展,提高教師的專業(yè)化水平,推進(jìn)基礎(chǔ)教育的改革。 本文共有六章組成: 第一章:緒論。簡單的介紹了論文的研究背景,教育技術(shù)能力發(fā)展的現(xiàn)狀,分析了本論文的研究意義,以及論文研究的思路和研究方法。 第二章:概念界定與理論基礎(chǔ)。本章主要對相關(guān)的研究概念進(jìn)行了界定和說明。介紹了非正式學(xué)習(xí)的相關(guān)理論基礎(chǔ),為后期的模型構(gòu)建提供依據(jù)。 第三章:非正式學(xué)習(xí)促進(jìn)教師教育技術(shù)能力發(fā)展探究。針對非正式學(xué)習(xí)促進(jìn)教師教育技術(shù)能力發(fā)展進(jìn)行了可行性分析,并結(jié)合非正式學(xué)習(xí)的特點(diǎn),提出了教師教育技術(shù)能力發(fā)展的非正式學(xué)習(xí)途徑。 第四章:教師教育技術(shù)能力發(fā)展模型構(gòu)建。通過對相關(guān)模型的分析,提取出支持教師非正式學(xué)習(xí)的要素,并結(jié)合非正式學(xué)習(xí)模型構(gòu)建的原則,構(gòu)建出教師非正式學(xué)習(xí)模型,以及教師教育技術(shù)能力非正式發(fā)展模型。 第五章:教育技術(shù)能力非正式發(fā)展模型的實(shí)施建議。針對構(gòu)建出的模型,提出了模型在具體實(shí)施中的措施和方法,為模型的具體實(shí)施提供指導(dǎo)。 第六章:研究結(jié)論與展望。針對本論文的研究進(jìn)行總結(jié),提出了本論文的創(chuàng)新之處以及存在的問題,并提出了后面應(yīng)該繼續(xù)的工作。
[Abstract]:With the further deepening of the basic education curriculum reform, the new curriculum concept and the new curriculum standard put forward higher requirements to the teachers' educational technology ability. How to effectively promote the professional development of teachers, improve teachers' educational technology ability, ensure the quality and effect of basic education has become an urgent problem to be solved. In December, 2004, the Ministry of Education promulgated the Education Technology ability Standard of Primary and Secondary School Teachers (try out), which provides the standard for the development of primary and secondary school teachers' educational technology ability, and is helpful to promote the development of teachers' educational technology ability. Informal learning originated in companies and enterprises, used to improve the performance of employees, to solve the long occupation of conventional training, training content out of the actual needs and other shortcomings, through self-regulation between employees, Self-control to improve job performance. Later, it gradually attracted the attention of the educational circles and applied to the actual teaching process. By introducing informal learning, with the support of relevant theories and combining with the characteristics of teachers' educational technology ability development, this paper constructs a model of the informal development of primary and secondary school teachers' educational technology ability on the basis of analyzing the relevant promotion factors. In order to promote the development of teachers' educational technology ability, improve the professional level of teachers, and promote the reform of basic education. This paper consists of six chapters: Chapter one: introduction. This paper briefly introduces the research background of the paper, the current situation of the development of educational technology ability, analyzes the significance of this paper, as well as the research ideas and research methods. Chapter two: concept definition and theoretical basis. This chapter mainly defines and explains the related research concepts. This paper introduces the theoretical basis of informal learning, and provides the basis for the later model construction. Chapter three: informal learning promotes the development of teachers' educational technology ability. This paper analyzes the feasibility of non-formal learning to promote the development of teachers' educational technology ability, and puts forward the informal learning approach of teachers' educational technology ability development. Chapter four: the development model of teachers' educational technology ability. Through the analysis of the relevant models, the factors supporting teachers' informal learning are extracted, and the informal learning model of teachers and the informal development model of teachers' educational technology ability are constructed according to the principles of the construction of informal learning models. Chapter five: suggestions on the implementation of the informal development model of educational technology capability. According to the established model, the measures and methods of model implementation are put forward, which can provide guidance for the concrete implementation of the model. Chapter six: research conclusion and prospect. This paper summarizes the research of this paper, puts forward the innovation of this paper and the existing problems, and puts forward the work that should be continued in the future.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2009
【分類號】：G632

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 汪莉園;;基于非正式學(xué)習(xí)的教師專業(yè)化發(fā)展策略研究[J];中小學(xué)電教;2011年Z2期

相關(guān)碩士學(xué)位論文 前8條

1 范喜艷;河南省農(nóng)村中小學(xué)骨干教師教育技術(shù)能力現(xiàn)狀調(diào)查及對策研究[D];河南師范大學(xué);2011年

2 馬芳;面向中小學(xué)教師信息化教學(xué)能力發(fā)展的虛擬學(xué)習(xí)社區(qū)構(gòu)建與應(yīng)用研究[D];西南大學(xué);2012年

3 汪莉園;基于廣西特級教師工作坊的教師專業(yè)化發(fā)展研究[D];廣西師范大學(xué);2012年

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5 王娜;中小學(xué)教師運(yùn)用社會性軟件學(xué)習(xí)的研究[D];四川師范大學(xué);2012年

6 孫風(fēng)華;基于混合學(xué)習(xí)的高校教師教育技術(shù)培訓(xùn)支持系統(tǒng)設(shè)計(jì)[D];中南大學(xué);2012年

7 劉新鴿;基于網(wǎng)絡(luò)環(huán)境的大學(xué)生非正式學(xué)習(xí)研究[D];寧波大學(xué);2012年

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本文編號：1847984