發(fā)布時(shí)間：2018-02-21 11:20

  本文關(guān)鍵詞： 師范生 教育技術(shù)能力 體驗(yàn)式學(xué)習(xí)　出處：《遼寧師范大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：教師專業(yè)化發(fā)展是世界范圍教育研究的主要課題之一,也是我國(guó)教師教育改革的熱點(diǎn)。隨著科學(xué)技術(shù)的迅猛發(fā)展和教育信息化活動(dòng)的開展,教師專業(yè)發(fā)展也增添了新的內(nèi)涵,即教師教育技術(shù)能力。教師教育技術(shù)能力是教師利用飛速發(fā)展的信息技術(shù)手段更好地服務(wù)教育的關(guān)鍵,國(guó)家對(duì)此高度重視,教育部門也組織開展了一系列教師教育技術(shù)培訓(xùn)的實(shí)踐和研究,使在職教師的教育技術(shù)能力得到了良好發(fā)展,與此相比,職前教師的教育技術(shù)能力培養(yǎng)及相關(guān)研究卻薄弱很多。然而,從教育事業(yè)的長(zhǎng)遠(yuǎn)發(fā)展來看,重視和發(fā)展職前教師的教育技術(shù)能力,確是鞏固教師隊(duì)伍的后備力量、從源頭上提高我國(guó)教育質(zhì)量和水平的明智之舉。 基于以上分析,本研究將著眼于師范生教育技術(shù)能力培養(yǎng)問題,并基于近年來國(guó)際教育界廣泛倡導(dǎo)的體驗(yàn)式學(xué)習(xí)開展深入的實(shí)證研究。文中首先通過文獻(xiàn)研究法對(duì)國(guó)內(nèi)外有關(guān)師范生教育技術(shù)能力培養(yǎng)的相關(guān)研究進(jìn)行梳理,并以問卷為工具對(duì)師范生開展教育技術(shù)能力現(xiàn)狀調(diào)查,發(fā)掘存在的問題。然后以體驗(yàn)式學(xué)習(xí)的基本理論為指導(dǎo),設(shè)計(jì)出針對(duì)師范生教育技術(shù)能力培養(yǎng)的“內(nèi)外結(jié)合”的體驗(yàn)式學(xué)習(xí)模式。該模式注重以學(xué)生的體驗(yàn)為核心,關(guān)注學(xué)生在學(xué)習(xí)過程中的反思和交流。最后,對(duì)體驗(yàn)式學(xué)習(xí)應(yīng)用于師范生教育技術(shù)能力培養(yǎng)進(jìn)行了實(shí)驗(yàn)設(shè)計(jì),并通過相關(guān)案例教學(xué),開展兩輪實(shí)驗(yàn)組與對(duì)照組的對(duì)比實(shí)驗(yàn)研究。文中采用SPSS分析軟件對(duì)兩組學(xué)生的學(xué)習(xí)滿意度與學(xué)習(xí)成績(jī)進(jìn)行測(cè)量與分析,以此來檢驗(yàn)體驗(yàn)式學(xué)習(xí)的有效性。希望本研究能夠?yàn)閹煼渡逃夹g(shù)能力的培養(yǎng)提供一種新思路,并通過開展體驗(yàn)式學(xué)習(xí)切實(shí)提高師范生的教育技術(shù)能力,促進(jìn)我國(guó)職前教師教育的發(fā)展。
[Abstract]:The development of teacher specialization is one of the main topics of worldwide educational research, and it is also a hot spot in the reform of teacher education in China. With the rapid development of science and technology and the development of educational information activities, the development of teacher specialization has also added new connotations. That is, teachers' educational technology ability is the key for teachers to better serve education by means of rapid development of information technology. The state attaches great importance to it. The education department has also organized and carried out a series of practice and research on teachers' educational technology training, which has resulted in a good development of in-service teachers' educational technology ability, compared with this. However, from the perspective of the long-term development of education, it is necessary to pay attention to and develop the educational technology ability of pre-service teachers. A wise move to improve the quality and level of education in China from the source. Based on the above analysis, this study will focus on the education technology ability of normal college students. And based on the experience learning widely advocated by the international educational circles in recent years, this paper carries out an in-depth empirical study. Firstly, through the literature research method, this paper sorts out the related research on the education technology ability of normal college students at home and abroad. And using the questionnaire as a tool to investigate the current situation of educational technology ability of normal school students, explore the existing problems, and then guided by the basic theory of experiential learning, This paper designs an experiential learning model aimed at the cultivation of educational technology ability of normal school students. The model focuses on the students' experience and their introspection and communication in the process of learning. Finally, In this paper, the experimental design of the application of experiential learning to the cultivation of educational technology ability of normal college students is carried out, and the relevant case studies are given. In this paper, SPSS analysis software was used to measure and analyze the learning satisfaction and achievement of the two groups of students. In order to test the effectiveness of experiential learning, it is hoped that this study can provide a new way of thinking for the cultivation of educational technology ability of normal school students, and improve the educational technology ability of normal college students by carrying out experiential learning. To promote the development of pre-service teacher education in China.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G652.4

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