【摘要】：20世紀(jì)90年代以來,隨著信息技術(shù)的迅速發(fā)展,網(wǎng)絡(luò)培訓(xùn)作為一種新的教育形態(tài),在企業(yè)培訓(xùn)和教師培訓(xùn)領(lǐng)域得到了廣泛應(yīng)用。但是目前教師網(wǎng)絡(luò)培訓(xùn)中存在著“一刀切”、“一鍋煮”現(xiàn)象,忽視了學(xué)員的個(gè)性化學(xué)習(xí)需求,喪失了網(wǎng)絡(luò)培訓(xùn)的靈活性和高效性,影響了培訓(xùn)效果。本文通過研究教師網(wǎng)絡(luò)培訓(xùn)中個(gè)體思維風(fēng)格與學(xué)習(xí)活動(dòng)的關(guān)系模型,期望能在豐富個(gè)性化學(xué)習(xí)的理論的同時(shí),指導(dǎo)教師網(wǎng)絡(luò)培訓(xùn)實(shí)踐中的學(xué)習(xí)活動(dòng)設(shè)計(jì),提高培訓(xùn)效果和質(zhì)量。本研究以教師為研究對(duì)象,采用文獻(xiàn)研究法、問卷調(diào)查法、內(nèi)容分析法等研究方法,對(duì)思維風(fēng)格與學(xué)習(xí)活動(dòng)偏好的關(guān)系展開研究。研究主要以思維風(fēng)格理論和學(xué)習(xí)活動(dòng)理論的文獻(xiàn)研究為基礎(chǔ),通過分析不同思維風(fēng)格類型的特點(diǎn)與網(wǎng)絡(luò)學(xué)習(xí)活動(dòng)做出對(duì)應(yīng)假設(shè),從理論上為關(guān)系模型的構(gòu)建打下基礎(chǔ)。之后利用《教師網(wǎng)絡(luò)培訓(xùn)思維風(fēng)格與學(xué)習(xí)活動(dòng)調(diào)查問卷》測(cè)量和收集整理思維風(fēng)格與學(xué)習(xí)活動(dòng)選擇偏好的關(guān)系數(shù)據(jù),最后利用logistic回歸分析得到思維風(fēng)格與網(wǎng)絡(luò)學(xué)習(xí)活動(dòng)的關(guān)系模型。本研究通過對(duì)調(diào)查問卷數(shù)據(jù)的統(tǒng)計(jì)分析,得到了思維風(fēng)格與學(xué)習(xí)活動(dòng)的相關(guān)性關(guān)系和思維風(fēng)格與學(xué)習(xí)活動(dòng)的關(guān)系模型。研究結(jié)果成功驗(yàn)證了理論分析中所提出的不同思維風(fēng)格類型與學(xué)習(xí)活動(dòng)偏好的部分對(duì)應(yīng)假設(shè)。針對(duì)受測(cè)教師思維風(fēng)格特點(diǎn)的描述性分析基本符合研究的預(yù)期,與已有研究的結(jié)論也較為一致。多種類型的思維風(fēng)格對(duì)網(wǎng)絡(luò)學(xué)習(xí)活動(dòng)有顯著的預(yù)測(cè)作用,回歸模型擬合度良好,研究設(shè)計(jì)得出的關(guān)系模型可用性較高。如立法型風(fēng)格對(duì)自學(xué)型學(xué)習(xí)活動(dòng)正向的預(yù)測(cè)力較強(qiáng),保守型風(fēng)格對(duì)實(shí)踐型學(xué)習(xí)活動(dòng)的反向預(yù)測(cè)力較強(qiáng)。平等競(jìng)爭(zhēng)型和執(zhí)法型風(fēng)格越強(qiáng),個(gè)體選擇由教師評(píng)價(jià)學(xué)習(xí)成果的可能性越高;局部型風(fēng)格越強(qiáng),個(gè)體選擇教師評(píng)價(jià)的可能性就越低。新時(shí)代的教師必須適應(yīng)新的形勢(shì),實(shí)現(xiàn)新時(shí)代下與信息技術(shù)相結(jié)合教育理念,在政策層面上,我們已經(jīng)提出了要求教師成為終身的學(xué)習(xí)者,教師網(wǎng)絡(luò)培訓(xùn)對(duì)教師作為終身學(xué)習(xí)者意義重大。研究教師網(wǎng)絡(luò)培訓(xùn)環(huán)境下如何基于其個(gè)性化特征推薦適切的學(xué)習(xí)活動(dòng)具有十分重要的現(xiàn)實(shí)意義。
[Abstract]:Since 1990s, with the rapid development of information technology, network training, as a new form of education, has been widely used in the field of enterprise training and teacher training. However, there is a phenomenon of "one-size-fits-all" and "one-pot cooking" in the teacher's online training, which ignores the individual learning needs of the trainees, loses the flexibility and efficiency of the online training, and affects the training effect. By studying the relationship model between individual thinking style and learning activities in teacher's online training, this paper hopes to enrich the theory of individualized learning and guide the design of learning activities in the practice of teacher's online training, so as to improve the training effect and quality. In this study, the relationship between thinking style and learning preference was studied by using the methods of literature research, questionnaire survey, content analysis and so on. The research is mainly based on the literature research of thinking style theory and learning activity theory. By analyzing the characteristics of different thinking styles and the corresponding hypothesis of network learning activities, the research lays a foundation for the construction of relational model theoretically. Then we use the questionnaire of teacher's online training thinking style and Learning activity to measure and collect the data of the relationship between thinking style and learning activity preference. Finally, logistic regression analysis is used to get the relationship model between thinking style and network learning activities. Based on the statistical analysis of questionnaire data, the relationship between thinking style and learning activities and the relationship between thinking style and learning activities are obtained. The results of the study successfully verify the hypothesis of different thinking style types and learning activity preferences proposed in the theoretical analysis. The descriptive analysis of the characteristics of the teachers' thinking style is in line with the expectation of the research and the conclusion of the previous research. Many types of thinking styles can predict the network learning activities, the fitting degree of regression model is good, and the usability of relational model is high. For example, the legislative style has a strong predictive power to the self-study activity, and the conservative style to the practice learning activity. The stronger the style of equal competition and law enforcement, the higher the possibility of individual selection to evaluate learning achievements by teachers, and the stronger the local style, the lower the possibility of individual selection of teacher evaluation. Teachers in the new era must adapt to the new situation and realize the educational concept of combining with information technology in the new era. At the policy level, we have proposed to require teachers to become lifelong learners. Teacher network training is of great significance to teachers as lifelong learners. It is of great practical significance to study how to recommend appropriate learning activities based on their individualized characteristics in the environment of teachers' network training.
【學(xué)位授予單位】：沈陽師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G434;G451

【參考文獻(xiàn)】

相關(guān)期刊論文 前6條

1 于晨;楊曉蓉;;研究生培養(yǎng)的思維風(fēng)格視角探析[J];當(dāng)代教育論壇(宏觀教育研究);2008年01期

2 趙維燕;;斯滕伯格的思維風(fēng)格理論及其在教育中的應(yīng)用[J];遼寧教育行政學(xué)院學(xué)報(bào);2005年11期

3 武欣,張厚粲;思維風(fēng)格測(cè)驗(yàn)在大學(xué)生中的初步應(yīng)用[J];心理科學(xué);1999年04期

4 羅斐,吳國(guó)宏;斯騰伯格思維風(fēng)格理論述評(píng)[J];心理科學(xué);2004年03期

5 孔維宏;高瑞利;;基于Moodle的混合式學(xué)習(xí)設(shè)計(jì)與實(shí)踐研究[J];中國(guó)電化教育;2008年02期

6 秦浩;林志娟;陳景武;;思維風(fēng)格量表的信度、效度評(píng)價(jià)[J];中國(guó)衛(wèi)生統(tǒng)計(jì);2007年05期

相關(guān)碩士學(xué)位論文 前2條

1 羅萍;斯騰伯格思維風(fēng)格理論的質(zhì)疑與量表的修訂[D];南京師范大學(xué);2012年

2 劉文雅;網(wǎng)絡(luò)培訓(xùn)中基于學(xué)習(xí)風(fēng)格的教師學(xué)習(xí)決策模型設(shè)計(jì)[D];沈陽師范大學(xué);2013年

，

本文編號(hào)：2165920