本文選題：中小學(xué)教師 + 信息素養(yǎng)��； 參考：《遼寧師范大學(xué)》2015年碩士論文

【摘要】：教師的信息素養(yǎng)和教學(xué)效能感是教育技術(shù)學(xué)和教育心理學(xué)研究中的兩個(gè)重要關(guān)注點(diǎn),研究?jī)烧咧g的相關(guān)作用過(guò)程具有重要的理論研究?jī)r(jià)值和現(xiàn)實(shí)指導(dǎo)意義。為此,本研究以某師范大學(xué)194名在職教育碩士研究生(中小學(xué)教師樣本代表)為被試,采用問(wèn)卷調(diào)查法和訪談法探討在不同程度信息素養(yǎng)情況下,其教學(xué)效能感的差異情形和兩者相關(guān)情形,同時(shí)研究教師信息素養(yǎng)與教學(xué)效能感的關(guān)聯(lián)性是否會(huì)受到教師背景因素的影響或制約,并在此研究結(jié)果的基礎(chǔ)上提出若干中小學(xué)教師專業(yè)化培養(yǎng)與發(fā)展的建議。教師的信息素養(yǎng)是一個(gè)動(dòng)態(tài)發(fā)展的概念,它一般可分為信息意識(shí)、信息知識(shí)、信息能力、信息整合和信息倫理五個(gè)方面。中小學(xué)教師教學(xué)效能感相對(duì)比較穩(wěn)定,可分為一般教學(xué)效能感和個(gè)人教學(xué)效能感兩大方面。圍繞這兩個(gè)核心概念的不同方面,通過(guò)系列研究(高中低三種水平的交叉處理)發(fā)現(xiàn)：(1)中小學(xué)教師信息素養(yǎng)與教學(xué)效能感在不同程度上存在著顯著性差異,即不同信息意識(shí)程度、不同信息知識(shí)程度、不同信息倫理程度的被試者在一般教學(xué)效能感和個(gè)人教學(xué)效能感水平上均存在顯著差異；(2)在一般教學(xué)效能感方面,中小學(xué)教師信息素養(yǎng)的信息意識(shí)、信息知識(shí)、信息整合和信息倫理與其有顯著的相關(guān)關(guān)系；在個(gè)人教學(xué)效能感方面,信息意識(shí)、信息知識(shí)、信息能力和信息倫理與其有顯著的相關(guān)關(guān)系：(3)中小學(xué)教師的信息知識(shí)和信息能力對(duì)其教學(xué)效能感具有預(yù)測(cè)力；(4)文科類的教齡為3-7年的城鎮(zhèn)女性教師信息素養(yǎng)高低會(huì)顯著影響其教學(xué)效能感水平。通過(guò)對(duì)相關(guān)中小學(xué)教師的訪談,得到的結(jié)果也很好地佐證了上述研究結(jié)果。通過(guò)研究表明,中小學(xué)教師信息素養(yǎng)程度與其教學(xué)效能感水平有顯著性差異和關(guān)聯(lián)性,信息素養(yǎng)對(duì)教學(xué)效能感具有良好的預(yù)測(cè)功能,且教師信息素養(yǎng)與教學(xué)效能感的關(guān)聯(lián)性會(huì)受到教師自身背景因素的影響。從教師、學(xué)校和教育行政部門三個(gè)方面有針對(duì)性地提高廣大中小學(xué)教師信息素養(yǎng)和教學(xué)效能感,能夠有效地促進(jìn)教師的專業(yè)化發(fā)展進(jìn)程,從而達(dá)到提升教育質(zhì)量和教學(xué)效果的目的。
[Abstract]:Teachers' information literacy and teaching efficacy are two important concerns in the research of educational technology and educational psychology. Therefore, in this study, 194 postgraduates of in-service education (representative of primary and middle school teachers) in a normal university were investigated with questionnaires and interviews to explore the situation of different levels of information literacy. At the same time, it studies whether the relationship between teachers' information literacy and teaching efficacy will be influenced or restricted by teachers' background factors. On the basis of the research results, some suggestions on the professionalization and development of primary and secondary school teachers are put forward. Teachers' information literacy is a dynamic concept, which can be divided into five aspects: information consciousness, information knowledge, information ability, information integration and information ethics. Teachers' sense of teaching efficacy is relatively stable, which can be divided into two aspects: general sense of teaching efficacy and personal sense of teaching efficacy. Based on the different aspects of these two core concepts, it is found that there are significant differences between the information literacy and teaching efficacy of primary and secondary school teachers in different degrees through a series of studies (high school and low three levels of cross-processing). That is, the subjects with different levels of information consciousness, different levels of information knowledge and different levels of information ethics have significant differences in the level of general teaching efficacy and personal teaching efficacy. The information consciousness, information knowledge, information integration and information ethics of primary and secondary school teachers have a significant correlation with them. The relationship between Information ability and Information Ethics is significant: 3) the Information knowledge and Information ability of Primary and Middle School Teachers have a Predictive Power to their sense of Teaching efficacy. 4) the Information Literacy of female Teachers in cities and towns with three to seven years of Education in Liberal Arts It will significantly affect the level of teaching efficacy. Through the interview with the teachers of primary and secondary schools, the results of this study are well supported. The research shows that there are significant differences and correlations between the level of information literacy and the level of teaching efficacy of primary and secondary school teachers, and information literacy has a good predictive function on teaching efficacy. The correlation between teachers' information literacy and teaching efficacy will be affected by teachers' own background factors. By improving teachers' information literacy and teaching efficacy in three aspects: teachers, schools and educational administration departments, teachers' professional development can be promoted effectively. In order to improve the quality of education and teaching results.
【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】：2015
【分類號(hào)】：G632.4;G434

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本文編號(hào)：1914910