本文選題：采納技術(shù)教學(xué)行為 + 影響因素　； 參考：《東北師范大學(xué)》2016年博士論文

【摘要】：20世紀(jì)90年代以來(lái),教育信息化作為教育發(fā)展的重要任務(wù)之一,在世界范圍內(nèi)得到大力推進(jìn)。然而著名的“喬布斯之問(wèn)”指出了世界性的教育信息化發(fā)展難題。它似乎告訴我們,盡管經(jīng)歷了數(shù)十年的發(fā)展,信息化教學(xué)所需的軟硬件設(shè)備和資源環(huán)境已經(jīng)基本建設(shè)完備,與之相匹配的教學(xué)方法體系和觀念環(huán)境已經(jīng)基本形成,但信息技術(shù)仍然沒(méi)有在教育中發(fā)揮其應(yīng)有的作用。面對(duì)此種情況,相關(guān)研究結(jié)果表明,教師作為教育活動(dòng)的執(zhí)行者,其對(duì)于已有信息技術(shù)的使用情況不理想是阻礙信息技術(shù)發(fā)揮作用的最重要因素。因此,探究導(dǎo)致教師在教學(xué)中使用信息技術(shù)情況不理想的原因成為解決“喬布斯之問(wèn)”所蘊(yùn)含的教育信息化難題的必由之路。而在具有相對(duì)“創(chuàng)新”屬性的信息技術(shù)向已有悠久發(fā)展歷史的教育系統(tǒng)擴(kuò)散的過(guò)程中,信息技術(shù)的“創(chuàng)新”屬性,使得教師在教學(xué)過(guò)程中對(duì)其采納與接受需要經(jīng)歷一個(gè)非常復(fù)雜的過(guò)程。因此,探尋在教學(xué)過(guò)程中教師使用信息技術(shù)情況不甚理想的原因,需要對(duì)這個(gè)復(fù)雜的接受過(guò)程及影響這一過(guò)程的因素進(jìn)行深入分析。綜上所述,本研究以作為我國(guó)未來(lái)教師主要代表的職前教師為研究對(duì)象,在其完成三年職前教育全部課程,以“準(zhǔn)教師”身份進(jìn)行教育見(jiàn)習(xí)和教育實(shí)習(xí)期間,通過(guò)采用質(zhì)化導(dǎo)向的個(gè)案研究和量化導(dǎo)向的實(shí)證研究相結(jié)合的混合研究方法,探究了職前教師的采納技術(shù)教學(xué)行為的形成過(guò)程及影響因素。具體研究工作主要體現(xiàn)在以下幾個(gè)方面:一、構(gòu)建職前教師的采納技術(shù)教學(xué)行為影響因素理論研究框架。由于信息技術(shù)相對(duì)傳統(tǒng)教學(xué)方式的創(chuàng)新屬性以及教師在教學(xué)活動(dòng)中的特殊身份,本研究基于信息系統(tǒng)領(lǐng)域的個(gè)體技術(shù)接受理論、科技傳播領(lǐng)域的創(chuàng)新擴(kuò)散理論以及整合技術(shù)的學(xué)科教學(xué)知識(shí)理論,構(gòu)建了職前教師的采納技術(shù)教學(xué)行為形成過(guò)程模型,并基于此模型,提出了職前教師的采納技術(shù)教學(xué)行為影響因素研究的理論框架。二、建立職前教師的采納技術(shù)教學(xué)知識(shí)評(píng)價(jià)指標(biāo)。掌握采納技術(shù)教學(xué)的知識(shí)是職前教師形成采納技術(shù)教學(xué)行為的起點(diǎn)。根據(jù)整合技術(shù)的學(xué)科教學(xué)知識(shí)(TPACK)理論對(duì)于教師知識(shí)結(jié)構(gòu)的描述,可以看出本研究所構(gòu)建的理論框架中的職前教師的采納技術(shù)教學(xué)知識(shí),即為其TPACK知識(shí)。而TPACK知識(shí)是一類結(jié)構(gòu)化知識(shí),對(duì)于此類結(jié)構(gòu)化知識(shí)掌握情況的評(píng)價(jià)必須依據(jù)知識(shí)結(jié)構(gòu)本身的特征。因此,本研究首先基于整合技術(shù)的學(xué)科教學(xué)知識(shí)理論,采用問(wèn)卷調(diào)查方法,對(duì)職前教師TPACK知識(shí)結(jié)構(gòu)中的七類知識(shí)元素水平進(jìn)行測(cè)量,并對(duì)測(cè)量結(jié)果采用路徑分析方法,構(gòu)建職前教師TPACK知識(shí)結(jié)構(gòu)路徑分析模型。然后,以路徑分析模型所體現(xiàn)的TPACK知識(shí)結(jié)構(gòu)組成元素之間的結(jié)構(gòu)與定量關(guān)系為依據(jù),建立職前教師的采納技術(shù)教學(xué)知識(shí)評(píng)價(jià)指標(biāo),對(duì)研究對(duì)象所具備的采納技術(shù)教學(xué)知識(shí)水平進(jìn)行評(píng)價(jià)。最后,根據(jù)評(píng)價(jià)結(jié)果,將研究對(duì)象分為高水平、中等水平和低水平三個(gè)組別,并在每組中選出知識(shí)水平最接近該組平均水平的研究對(duì)象作為本組的代表個(gè)案。三、職前教師的采納技術(shù)教學(xué)行為影響因素個(gè)案研究。教師教學(xué)行為和課堂教學(xué)情境的雙重不確定性,使得對(duì)于職前教師的采納技術(shù)教學(xué)行為影響因素的研究,必須建立在深入課堂教學(xué)環(huán)境,了解教師教學(xué)行為的心理決策機(jī)制基礎(chǔ)上。因此,本研究采用質(zhì)化導(dǎo)向的個(gè)案研究,以根據(jù)采納技術(shù)教學(xué)知識(shí)水平評(píng)價(jià)結(jié)果選出的三位職前教師為研究對(duì)象,采用訪談與觀察相結(jié)合的研究方式,探究職前教師的采納技術(shù)教學(xué)行為各類影響因素的具體含義及影響因素之間的結(jié)構(gòu)關(guān)系。研究者針對(duì)采納技術(shù)教學(xué)問(wèn)題,分別對(duì)三個(gè)個(gè)案進(jìn)行了教育見(jiàn)習(xí)后的訪談,教育實(shí)習(xí)中的觀察和教育實(shí)習(xí)后的訪談。對(duì)于所收集的定性數(shù)據(jù)主要基于扎根理論進(jìn)行了整理分析。四、職前教師的采納技術(shù)教學(xué)行為影響因素實(shí)證研究。在個(gè)案研究中,盡管研究者通過(guò)對(duì)研究過(guò)程的設(shè)計(jì)盡量保證了研究的信度與效度,但通過(guò)個(gè)案研究所得研究結(jié)論是否能夠反映個(gè)案所代表的職前教師群體的一般規(guī)律需要進(jìn)一步驗(yàn)證。且個(gè)案研究結(jié)論僅描述了職前教師的采納技術(shù)教學(xué)行為影響因素之間的定性關(guān)系,各類影響因素之間的定量關(guān)系如何同樣需要進(jìn)一步探究。因此,本研究以個(gè)案所在群體為研究對(duì)象,基于個(gè)案研究結(jié)論,通過(guò)問(wèn)卷調(diào)查與結(jié)構(gòu)方程模型相結(jié)合的實(shí)證研究,對(duì)個(gè)案研究結(jié)論的可推廣性進(jìn)行檢驗(yàn),同時(shí)探究職前教師的采納技術(shù)教學(xué)行為各類影響因素之間的定量關(guān)系。在實(shí)證研究階段,本研究首先根據(jù)個(gè)案研究得出的結(jié)論,構(gòu)建職前教師的采納技術(shù)教學(xué)行為影響因素理論假設(shè)模型。在此基礎(chǔ)上,操作化模型中涉及到的相關(guān)變量,形成具有良好信度與效度的調(diào)查問(wèn)卷,并以個(gè)案所在的群體為調(diào)查對(duì)象進(jìn)行數(shù)據(jù)收集。對(duì)于所收集的有效數(shù)據(jù),首先采用基于偏最小二乘法的結(jié)構(gòu)方程模型進(jìn)行分析,初步探索理論假設(shè)模型中提出的影響因素及其相互作用關(guān)系。根據(jù)模型探索的結(jié)果修正理論假設(shè)模型,并采用基于協(xié)方差最大似然估計(jì)的結(jié)構(gòu)方程模型再次進(jìn)行數(shù)據(jù)分析,最終得出職前教師的采納技術(shù)教學(xué)行為各類影響因素及其結(jié)構(gòu)與定量關(guān)系。五、研究結(jié)論與總結(jié)。在實(shí)證研究結(jié)論基礎(chǔ)上,本研究結(jié)合個(gè)案研究所得結(jié)論,確定了能夠影響職前教師的采納技術(shù)教學(xué)行為各類因素的具體含義及相互影響作用。并基于此提出了通過(guò)創(chuàng)建合理的采納技術(shù)教學(xué)的氛圍、合理設(shè)置采納技術(shù)教學(xué)相關(guān)課程以及提供充分的實(shí)踐機(jī)會(huì)引導(dǎo)職前教師在教學(xué)中合理使用技術(shù)的三方面教師教育策略。本研究取得的研究成果,豐富了教師教育理論體系,發(fā)展了個(gè)體技術(shù)接受理論和創(chuàng)新擴(kuò)散理論。且對(duì)于解決“喬布斯之問(wèn)”所蘊(yùn)含的我國(guó)教育信息化難題,具有一定的實(shí)踐指導(dǎo)價(jià)值。
[Abstract]:Since 1990s, as one of the most important tasks of education development, education information has been vigorously promoted in the world. However, the famous "Jobs's question" has pointed out the worldwide problem of the development of education information. It seems to tell us that, despite the development of decades, the software and hardware equipment needed for information teaching and the development of the information technology The resources and environment have been basically constructed, and the teaching method system and the concept environment matched with it have been basically formed, but information technology is still not playing its due role in education. Ideal is the most important factor that hinders the use of information technology. Therefore, it is the only way to solve the difficult problem of education information contained in "Jobs's question", which leads to the teachers' use of information technology in teaching, and the information technology with relative "innovation" has a long history. In the course of the diffusion of educational system, the "innovation" attribute of information technology makes teachers need to experience a very complicated process of adoption and acceptance in the course of teaching. Therefore, to explore the reasons why teachers use information technology in the course of teaching is not ideal, and the process and influence of this complex process should be discussed. To sum up, this study, as the research object of the pre service teachers as the main representative of future teachers in China, has completed three years of pre service education in all courses, and through the "quasi teacher" as an educational probation and education practice, through the adoption of qualitative oriented case study and quantitative guidance of empirical research Combining the combined research method, the formation process and the influencing factors of the pre service teachers' adoption of technical teaching behavior are explored. The specific research work is mainly embodied in the following aspects: first, the construction of the theoretical research framework for the influence factors of the adoption of technical teaching behavior for the pre service teachers. And the special identity of teachers in the teaching activities is based on the theory of individual technology acceptance in the field of information system, the theory of innovation diffusion in the field of science and technology and the theory of subject teaching knowledge of integrated technology, and the model of the process of forming a pre service teacher's adoption of technical teaching behavior is constructed, and based on this model, a pre service teacher is put forward. The theoretical framework of adopting the research on the influencing factors of technical teaching behavior. Two, to establish an evaluation index for the adoption of technical teaching knowledge for pre service teachers. To master the knowledge of the adoption of technical teaching is the starting point for the pre service teachers to adopt the behavior of technology teaching. The description of the knowledge structure of teachers according to the theory of subject teaching knowledge (TPACK) of integrated technology can be described. In order to see that the pre service teachers in the theoretical framework constructed by this study are adopting the knowledge of technology teaching, that is, their knowledge of TPACK. And TPACK knowledge is a kind of structured knowledge, and the evaluation of such structured knowledge must be based on the characteristics of the knowledge structure itself. Therefore, the research is based on the integrated technology based teaching knowledge. In theory, we use the method of questionnaire to measure the level of seven kinds of knowledge elements in the TPACK knowledge structure of the pre service teachers, and use the path analysis method to construct the TPACK knowledge structure path analysis model of the pre service teacher. Then, the structure and quantity of the elements of the TPACK knowledge structure are reflected by the path analysis model. On the basis of the relationship, the knowledge evaluation index of the adoption of technical teaching for pre service teachers is established, and the knowledge level of the adoption of technology teaching is evaluated. Finally, according to the results of the evaluation, the research objects are divided into three groups of high level, medium level and low level, and the knowledge level is most close to the average level of the group in each group. Three, a case study of the influencing factors of the adoption of technical teaching behavior for pre service teachers. The dual uncertainty of teachers' teaching behavior and classroom teaching situation makes the research on the influencing factors of the adoption of technical teaching behavior for pre service teachers, which must be established in the classroom teaching environment and understanding the teachers. On the basis of the psychological decision-making mechanism of teaching behavior, this study adopts the qualitative oriented case study to study the three pre service teachers selected according to the evaluation results of the knowledge level of the adoption of technical teaching, and to explore the influence factors of the adoption of technical teaching behavior by the pre service teachers by the combination of interview and observation. Specific meaning and the structural relationship between the influencing factors. In view of the problem of adoption of technology teaching, the researchers conducted interviews with three cases after educational probation, observation in educational practice and interviews after educational practice. The qualitative data collected were mainly based on the theory of grounded theory. Four, the adoption of pre service teachers. In the case study, although the researchers have tried to ensure the reliability and validity of the research, the general rule of the pre service teacher group represented by the case study should be further verified. This paper only describes the qualitative relationship between the influencing factors of pre service teachers' adoption of technical teaching behavior, and how to further explore the quantitative relationship between the various factors. Therefore, this study takes the case group as the research object, based on the case study conclusion, and through the empirical study of the combination of the questionnaire survey and the structural equation model. To examine the generalization of the case study conclusions, and to explore the quantitative relationship between the various influence factors of the pre service teachers' adoption of technical teaching behavior. In the stage of empirical research, this study first builds a theoretical hypothesis model of the influence factors of the adoption of technical teaching behavior according to the case study. On the basis of the relevant variables involved in the operational model, a questionnaire with good reliability and validity is formed and data collection is taken as the subject of the case. For the effective data collected, the structure Fang Chengmo type based on partial least square method is first analyzed, and the preliminary exploration of the theoretical hypothesis model is proposed. According to the result of the model exploration, the theoretical hypothesis model is revised and the structural equation model based on the covariance maximum likelihood estimation is used again to analyze the data. Finally, the influence factors, the structure and the quantitative relationship of the various influence factors of the teaching behavior of the pre service teachers are finally obtained. Five, the conclusion and the research conclusion On the basis of the conclusions of the empirical study, this study combines the conclusions of the case study to determine the specific meaning and interaction of various factors that can affect the adoption of technical teaching behavior for pre service teachers. Based on this, this paper puts forward a reasonable adoption of technical teaching related courses through the creation of a reasonable atmosphere for the adoption of technical teaching. And provide full practice opportunities to guide teachers in three aspects of teachers' educational strategies in the proper use of technology in teaching. The results obtained in this study enrich the system of teacher education theory, develop the theory of individual technology acceptance and the theory of innovation diffusion, and solve the educational information contained in "Jobs's question". The difficult problem has certain practical guiding value.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2016
【分類號(hào)】：G434
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本文編號(hào)：1929993