2010年,《國(guó)家中長(zhǎng)期教育改革和發(fā)展規(guī)劃綱要（2010-2020年）》指出信息技術(shù)對(duì)教育發(fā)展具有革命性的影響,而外語(yǔ)教學(xué)則更需要信息技術(shù)的保障。這就要求英語(yǔ)教師具備較強(qiáng)的信息素養(yǎng)。張佳楠（2018）指出,國(guó)內(nèi)外諸多學(xué)者已經(jīng)展開(kāi)教師信息素養(yǎng)的相關(guān)研究,但其大部分研究對(duì)象指向大學(xué)教師,針對(duì)高中英語(yǔ)教師信息素養(yǎng)的研究相對(duì)較少。除此之外,鮮有研究從生態(tài)學(xué)視角對(duì)教師信息素養(yǎng)進(jìn)行分析與研究。本文結(jié)合生態(tài)學(xué)視角對(duì)高中英語(yǔ)教師的信息素養(yǎng)發(fā)展情況展開(kāi)調(diào)查,將為今后研究英語(yǔ)教師信息素養(yǎng)提供實(shí)證依據(jù)。本研究以來(lái)自包頭市三種不同水平高中的103名英語(yǔ)教師為研究對(duì)象,通過(guò)問(wèn)卷和訪談收集數(shù)據(jù),旨在回答如下三個(gè)問(wèn)題:1.高中英語(yǔ)教師信息素養(yǎng)整體現(xiàn)狀如何?2.影響高中英語(yǔ)教師信息素養(yǎng)的因素有哪些?3.高中英語(yǔ)教師運(yùn)用哪些途徑發(fā)展其信息素養(yǎng)?并運(yùn)用SPSS 25.0對(duì)問(wèn)卷數(shù)據(jù)進(jìn)行了分析。從三種不同水平高中各抽取兩名共6名英語(yǔ)教師實(shí)施了訪談,并對(duì)訪談數(shù)據(jù)進(jìn)行了詳細(xì)分析。研究結(jié)果表明:1.高中英語(yǔ)教師整體信息素養(yǎng)水平較低,其總體均值為3.76。其中,信息技術(shù)教學(xué)意識(shí)較高（M=3.95）,而信息技術(shù)教學(xué)知識(shí)和能力較低（M=... 

【文章來(lái)源】：內(nèi)蒙古師范大學(xué)內(nèi)蒙古自治區(qū)

【文章頁(yè)數(shù)】：86 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
中文摘要
ABSTRACT
Abbreviations
Chapter Ⅰ Introduction
    1.1 Background of the Research
    1.2 Purpose and Significance of the Study
    1.3 Overall Structure of the thesis
Chapter Ⅱ Literature Review
    2.1 Definition of Key Terms
        2.1.1 Definition of Information Literacy
        2.1.2 Definition of Teachers’Information Literacy
        2.1.3 Definition of English Teachers’Information Literacy
    2.2 Theoretical Foundations
        2.2.1 TPACK Model
        2.2.2 Ecological Theory
    2.3 Relevant Studies about Teachers’Information Literacy Abroadand at Home
        2.3.1 Relevant Researches about Teachers’Information LiteracyAbroad
        2.3.2 Relevant Researches about Teachers’Information Literacyat Home
Chapter Ⅲ Research Methodology
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Interview
    3.4 Research Procedures
Chapter Ⅳ Results and Discussions
    4.1 The Current Situation of Senior High School English Teachers’Information Literacy
        4.1.1 Current Situation of English Teachers’Information literacyof Senior High Schools with High Level
        4.1.2 Current Situation of English Teachers’Information literacyof Senior High Schools with Medium Level
        4.1.3 Current Situation of English Teachers’Information Literacyof Senior High Schools with Low Level
        4.1.4 Comparison of English Teachers’Information Literacy ofSenior High Schools with Different Levels
        4.1.5 Summary of Current Situation of Senior High EnglishTeachers’Information Literacy
    4.2 Factors Influencing Senior High School English Teachers’Information Literacy
        4.2.1 Factors Influencing English Teachers’Information Literacyof Senior High Schools with High Level
        4.2.2 Factors Influencing English Teachers’Information Literacyof Senior High Schools with Medium Level
        4.2.3 Factors Influencing English Teachers’Information Literacyof Senior High Schools with Low Level
        4.2.4 Summary of Factors Influencing Senior High EnglishTeachers’Information Literacy
    4.3 Approaches that Senior High School English Teachers Use toDevelop Information literacy
Chapter Ⅴ Conclusions
    5.1 Major Findings
    5.2 Implications for Improving Senior High English Teachers’Information Literacy
    5.3 Limitations of the Study and Suggestions for the FutureResearch
References
Appendix I Questionnaire
Appendix Ⅱ Interview Outline
Acknowledgements



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