本文關(guān)鍵詞：中學化學教師ICT應用能力對教學交互有效性的影響研究　出處：《華中師范大學》2016年碩士論文　論文類型：學位論文

  更多相關(guān)文章： 中學化學 教師ICT應用能力 教學交互有效性 影響

【摘要】：現(xiàn)代教育技術(shù)的快速發(fā)展,推動著課堂教學交互形式和內(nèi)容發(fā)生潛移默化的改變。但是不難發(fā)現(xiàn),課堂教學低效交互的現(xiàn)象依然存在。有關(guān)影響信息技術(shù)課堂教學交互有效性的研究表明教師是重要的影響因素之一,進一步對教師因素進行細化,研究教師ICT(信息交流技術(shù),以下簡稱ICT)應用能力對教學交互作用的影響,以期提高教學交互有效性。本論文的研究問題如下：(1)中學化學教師ICT應用能力內(nèi)涵、結(jié)構(gòu)如何?(2)教學交互的內(nèi)涵如何?(3)中學化學教師ICT應用能力的現(xiàn)狀如何?人口學背景因素差異如何?(4)中學化學教學交互現(xiàn)狀如何?人口學背景因素差異如何?(5)中學化學教師ICT應用能力對教學交互有效性的影響是怎樣的?本論文由五個部分組成。第一部分為緒論,闡述問題的提出、研究意義、研究內(nèi)容、研究設計與方法。第二部分是文獻綜述,解釋本文研究中所涉及到的核心概念“教師ICT應用能力”“教學交互有效性”等等；比較分析國內(nèi)外研究有關(guān)“教師ICT應用能力”“教學交互有效性”的發(fā)展現(xiàn)狀。第三部分是中學化學教師ICT應用能力對教學交互有效性的影響調(diào)查研究,對調(diào)查問卷的編制、試測、正式發(fā)放與回收情況進行說明：對中學化學教師ICT應用能力和教學交互有效性的現(xiàn)狀進行統(tǒng)計分析,從教師信息素養(yǎng)、設計與準備、組織與管理、評估與診斷以及交流與學習5個維度描述中學化學教師ICT應用能力的狀況,并進行人口學背景差異檢驗；教學過程中學生參與度和發(fā)展度對教學交互有效性的狀況進行描述,并進行人口學背景差異檢驗；對中學化學教師ICT應用能力、教學交互有效性的各維度和整體之間進行相關(guān)性分析,然后通過路徑分析驗證假設模型,檢驗兩者之間具體的影響路徑。第四部分是中學化學教師ICT應用能力對教學交互有效性影響的案例研究,選擇兩位老師相同課題作為觀測案例,比較分析兩位老師的ICT應用能力和教學交互過程的差異狀況。第五部分主要論述本研究的結(jié)論與啟示、創(chuàng)新與不足、反思與展望。本論文的研究結(jié)論如下：(1)中學化學教師ICT整體發(fā)展一般,其中教師信息素養(yǎng)能力和交流與學習能力發(fā)展較好,組織與管理能力處于中等水平,設計與準備能力和診斷與評估能力發(fā)展較差。中學化學教師ICT應用能力在性別和教齡上有顯著性差異,其中男性教師顯著高于女性教師,教齡10年以上的教師顯著高于教齡小于3年的教師。在地域、學校級別和學歷上中學化學教師ICT應用能力不存在顯著性差異。(2)中學化學課堂教學交互狀況良好,其中學生參與課堂交互狀況較好,學生在教學交互過程中的發(fā)展度相對較差。在教師性別、地域、學校級別、學歷以及教齡上教學交互有效性整體上有顯著差異,其中男性教師顯著高于女性教師、省會城市教師顯著高于地級市和縣級市教師,省級重點學校教師顯著高于普通中學教師,碩士學歷教師顯著高于本科學歷教師,教齡10年以上的教師顯著高于教齡小于3年的教師。(3)教師ICT應用能力的各維度和整體與教學交互有效性的各維度和整體之間存在顯著正相關(guān)。教師的設計與準備、診斷與評估和交流與學習三個外因變量對內(nèi)因變量參與度存在顯著影響,其中診斷與評估對參與度的影響最大。教師信息素養(yǎng)、設計與準備、組織與管理和診斷與評估四個外因變量對內(nèi)因變量發(fā)展度存在顯著影響,其中設計與準備和診斷與評估對發(fā)展度的影響較大。本研究為提升教學交互有效性的研究提供了方向與思路,具體到教師ICT應用能力對教學交互過程和結(jié)果的影響,建議對教師信息化技能培訓的內(nèi)容更加注重診斷與評估能力的提升,教學過程中采用多樣化的交互形式,整體提升教學交互有效性。
[Abstract]:The rapid development of modern educational technology, promote the classroom teaching interactive form and content of the subtle change. But it is not difficult to find, the classroom teaching inefficient interaction still exists. The influence of information technology classroom interactive teaching effectiveness research shows that teachers are one of the important factors, and further refinement of teachers, teachers of ICT (information and communication technology, hereinafter referred to as ICT) affect the ability of application of interaction teaching, in order to improve the teaching effectiveness. The research question of this thesis are as follows: (1) the connotation of the middle school chemistry teacher ICT application ability structure? (2) how the connotation of the teaching interaction? (3) how to present ICT applications the ability of middle school chemistry teacher? How different demographic factors? (4) how the status of chemical interaction in teaching middle school? How different demographic factors? (5) ICT application of high school chemistry teachers The ability of teaching effect of effective interaction is what kind of? This paper consists of five parts. The first part is the introduction, it elaborates the question, research significance, research content, research design and methods. The second part is the literature review, this paper explains the research involved in the core concept of "teacher ICT applications" "teaching effectiveness" and so on; a comparative analysis of domestic and foreign research on "teachers' ICT application ability" and "teaching effectiveness" of the status quo. The third part is the ICT application ability of middle school chemistry teachers on the teaching of effective interaction influence research, preparation of the questionnaire test, formally issued instructions and recovery: for high school chemistry teachers' ICT application ability and teaching effectiveness of interactive situation for statistical analysis, from the teachers' information literacy, design and preparation, organization and management, assessment and diagnosis and The 5 dimensions of communication and learning to describe the ICT application ability of middle school chemistry teacher status, and examined demographic differences; process of teaching students participation and development of interactive teaching effectiveness of the situation described, and tested the demographic differences of middle school chemistry teachers; ICT application ability, teaching interaction between the various dimensions of effective and the overall correlation analysis and path analysis to verify the hypothesis model, the specific effects of path testing between the two. The fourth part is the case study of ICT application ability in the middle school chemistry teacher interaction is effective influence on teaching, choose two teachers of the same topic as the observation case, the difference of ICT application ability and the process of teaching interaction two the teacher's analysis. The fifth part mainly discusses the conclusion and Enlightenment of this research, innovation and shortcomings, reflection and Prospect of this paper. The research conclusions are as follows: (1) middle school chemistry teacher ICT overall development, the teachers' information literacy and communication and learning ability is better, the ability of organizing and managing in the middle level, the design and preparation of the diagnosis and evaluation of development ability and ability is poor. The middle school chemistry teacher ICT application ability have significant differences in gender and age among them, male teachers higher than female teachers, the teachers who have taught more than 10 years significantly higher than those of less than 3 years of teachers. In the region, school level and degree of high school chemistry teachers' ICT application ability. There are no significant differences (2) chemistry classroom teaching interaction status of middle school students to participate in classroom interaction, which in good condition, students in the process of teaching interaction in the relatively poor degree. In Teachers' gender, regional, school level, education and teaching on the teaching effectiveness of the overall interaction have significant differences, The male teachers are significantly higher than that of female teachers, the provincial capital city teachers were significantly higher than the county level and provincial key teachers, school teachers were significantly higher than that of ordinary high school teachers, master's degree teacher is higher than undergraduate education teachers, the teachers who have taught more than 10 years was significantly higher than that in less than 3 years of age to teach teachers. (3) the application ability of the teachers ICT the overall dimensions and interaction between teaching and effective of all dimensions and overall there is a significant positive correlation. The design and preparation of teachers, diagnosis and assessment and communication and learning three external variables on the internal variables of participation has a significant impact, including the diagnosis and evaluation of effect of participation. The teachers' information literacy, design and preparation. Organization and management and the diagnosis and evaluation of the four exogenous variables have significant influence on the development of internal variables, the design and preparation and diagnosis and to assess the impact on the development of a Great. This study provides direction and ideas for the research on the effectiveness of interactive teaching to improve the teachers, to the impact of specific ICT application ability in the process of teaching interaction and the results, suggestions for teachers' information skills training content pays more attention to the diagnosis and evaluation of ability, using a variety of forms of interaction in the teaching process, to enhance the overall teaching effective interaction.

【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G434;G633.8

【參考文獻】

相關(guān)期刊論文 前10條

1 單麗;;提升中小學教師信息技術(shù)應用能力的培訓課程開發(fā)實踐[J];中國電化教育;2015年02期

2 劉云;茍琳;;S-T分析法在地理課堂教學模式分析中的應用[J];地理教育;2013年06期

3 《信息技術(shù)促進區(qū)域教育均衡發(fā)展的實證研究》課題組;;教師信息技術(shù)應用能力提升工程理論框架與實施建議[J];中小學信息技術(shù)教育;2013年06期

4 葉新東;夏一飛;;信息技術(shù)課堂教學交互行為模型與評測指標研究與實踐[J];現(xiàn)代教育技術(shù);2011年08期

5 劉書梅;張迎春;;課堂互動的有效性研究[J];當代教育論壇(綜合研究);2011年04期

6 田健;陽嶸莎;楊改學;;基于信息化課堂的教學交互研究[J];當代教育科學;2009年13期

7 單迎杰;;以S-T分析法分析教育技術(shù)專業(yè)課課堂教學問題[J];現(xiàn)代教育技術(shù);2008年10期

8 王煒;;英國《ICT應用于學科教學的教師能力標準》概覽及啟示[J];中國信息技術(shù)教育;2008年04期

9 吳全會;;聯(lián)合國教科文組織《教師信息和傳播技術(shù)能力標準》解讀[J];中國信息技術(shù)教育;2008年04期

10 胡根林;;中美教師教育技術(shù)標準之比較[J];中國電化教育;2006年06期

，

本文編號：1375878