【摘要】：我國自2005年啟動了中小學(xué)教師教育技術(shù)能力建設(shè)計劃以來,全國范圍內(nèi)相繼開展了各種有利于提升教師教育技術(shù)能力的培訓(xùn)。我們在培訓(xùn)目標、內(nèi)容、方式、管理、評價等方面取得了豐富的經(jīng)驗,有利地促進了教師專業(yè)的發(fā)展。然而,培訓(xùn)在具體實施的過程中有一些問題值得我們?nèi)リP(guān)注,如單憑一次考核成績能否說明培訓(xùn)的有效性,受訓(xùn)教師回到工作中能否將培訓(xùn)中學(xué)習(xí)的內(nèi)容轉(zhuǎn)化為自身行為上的改進等等。 本文在上述背景的基礎(chǔ)上,以培訓(xùn)評估理論和培訓(xùn)遷移理論為指導(dǎo),通過文獻研究法、調(diào)查研究法、個案研究法分析了培訓(xùn)的有效性現(xiàn)狀,對今后培訓(xùn)的改進得出了一些啟發(fā)。 本文共有四個部分,第一部分為引言,主要闡述了本研究問題提出的背景、國內(nèi)外研究的現(xiàn)狀、研究的目的、意義、內(nèi)容與方法。第二部分對研究中的核心概念進行了界定,詳細論述了Kirkpatrick培訓(xùn)評估理論和影響培訓(xùn)遷移的因素,分別總結(jié)了兩種理論對本研究的啟示。第三部分是本研究的重點,是對培訓(xùn)有效性的實證分析,在這一部分主要完成了三個內(nèi)容：(1)設(shè)計了評估培訓(xùn)有效性的測量工具；(2)根據(jù)Kirkpatrick評估模型分別收集各評估層的數(shù)據(jù)。具體包括以下四個工作：首先,調(diào)查受訓(xùn)教師對培訓(xùn)的滿意程度,了解受訓(xùn)教師對培訓(xùn)的意見和建議；然后,在培訓(xùn)教師那里獲得受訓(xùn)教師在培訓(xùn)過程中完成作品的信息,了解受訓(xùn)教師的學(xué)習(xí)情況；接著,通過對受訓(xùn)教師進行問卷調(diào)查以及選擇三個不同的教師進行個案研究,了解受訓(xùn)教師培訓(xùn)后應(yīng)用培訓(xùn)所學(xué)的情況；最后,觀察教師用培訓(xùn)介紹過的探究性教學(xué)模式授課,通過對學(xué)生進行調(diào)查,了解培訓(xùn)后受訓(xùn)教師行為的變化對學(xué)生學(xué)習(xí)的影響；(3)將收集到的數(shù)據(jù)用spss17.0進行整理與分析。第四部分根據(jù)實證分析的結(jié)果,得出對今后中小學(xué)教師教育技術(shù)能力培訓(xùn)的啟發(fā)。最后,對全文的研究工作進行了總結(jié),找出研究存在的不足及后續(xù)工作的展望。 筆者認為本研究有助于了解受訓(xùn)教師對培訓(xùn)的看法及培訓(xùn)后的實際工作情況,能夠有利于對培訓(xùn)項目的改進,為今后培訓(xùn)工作以及相關(guān)研究提供一定的幫助或借鑒。
[Abstract]:Since the launching of the Education Technology capacity Building Program for Primary and Secondary School Teachers in 2005, China has carried out various kinds of training in order to improve teachers' educational technology ability. We have gained rich experience in training objectives, contents, methods, management, evaluation and so on, which has promoted the professional development of teachers. However, there are some problems that we should pay attention to in the course of the implementation of the training, such as whether the effectiveness of the training can be explained by the results of a single assessment. Whether the trained teacher can translate the contents of the training into the improvement of his own behavior and so on. On the basis of the above background, under the guidance of training evaluation theory and training transfer theory, this paper analyzes the present situation of the effectiveness of training through literature research, investigation and case study, and draws some inspiration for the improvement of training in the future. There are four parts in this paper. The first part is the introduction. It mainly expounds the background of the research, the present situation of the research at home and abroad, the purpose, significance, content and method of the research. The second part defines the core concepts of the research, discusses the Kirkpatrick training evaluation theory and the factors affecting the training transfer in detail, and summarizes the enlightenment of the two theories to this study. The third part is the focus of this study, which is the empirical analysis of the effectiveness of training. In this part, three main contents are completed: (1) designing a measuring tool to evaluate the effectiveness of training; (2) collecting the data of each evaluation level according to Kirkpatrick evaluation model. Specifically, it includes the following four tasks: first, to investigate the satisfaction of the trained teachers with the training, and to understand the views and suggestions of the trained teachers on the training; and then, to obtain from the trained teachers information on the work done by the trained teachers in the course of the training. Understand the learning situation of the trained teachers; then, through the questionnaire survey of the trained teachers and the selection of three different teachers for case studies, to understand the training of trained teachers after the application of what has been learned. Observe the teachers to use the training introduced by the inquiry teaching mode of teaching, through the investigation of students, to understand the changes in the behavior of the trained teachers on students' learning; (3) the data collected by spss17.0 collation and analysis. According to the results of empirical analysis, the fourth part draws inspiration for the training of teachers' educational technology ability in primary and secondary schools in the future. Finally, the paper summarizes the research work, finds out the shortcomings of the research and prospects for future work. The author believes that this study is helpful to understand the teachers' views on training and the actual work after training, to improve the training project, and to provide some help or reference for the training work and related research in the future.
【學(xué)位授予單位】：沈陽師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2011
【分類號】：G434;G635.1

【引證文獻】

相關(guān)期刊論文 前1條

1 張振宇;;高校師范生教育技術(shù)技能實訓(xùn)課程建設(shè)的研究[J];現(xiàn)代教育技術(shù);2012年12期

相關(guān)碩士學(xué)位論文 前1條

1 關(guān)楠楠;我國中小學(xué)教師培訓(xùn)效果的實證研究[D];華東師范大學(xué);2012年

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本文編號：2128725