本文關(guān)鍵詞： 網(wǎng)絡(luò)研修 滿意度 教師專業(yè)發(fā)展 影響因素　出處：《東北師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：網(wǎng)絡(luò)研修作為一種新型的教師繼續(xù)教育培訓(xùn)方式,打破了傳統(tǒng)研修在時(shí)間、空間以及資源上的局限。教師自身的專業(yè)在網(wǎng)絡(luò)研修當(dāng)中得以發(fā)展。但仍有研究表明,我國網(wǎng)絡(luò)研修雖然得到了國家和地區(qū)相關(guān)部門的大力支持和推廣,可是教師實(shí)際參與網(wǎng)路研修的情況并不理想,究其原因發(fā)現(xiàn)教師對(duì)于目前的網(wǎng)絡(luò)研修滿意度較低,滿意度較低的這種現(xiàn)狀反映出一個(gè)問題那就是網(wǎng)絡(luò)研修的最終無法達(dá)到預(yù)期的標(biāo)準(zhǔn)。因此本研究基于以上問題,從教師角度出發(fā),探討了教師網(wǎng)絡(luò)研修參與滿意度的影響因素。本研究梳理了目前我國有關(guān)教師網(wǎng)絡(luò)研修的研究方向和研究領(lǐng)域,確立了本研究的研究問題,采用文獻(xiàn)綜述法和問卷調(diào)查法來探究教師網(wǎng)絡(luò)研修參與滿意度的影響因素、各影響因素之間的結(jié)構(gòu)關(guān)系、以及影響因素是否存在性別和教齡方面的差異。研究以ACSI理論模型作為本研究的理論基礎(chǔ),結(jié)合網(wǎng)路研修的本身特點(diǎn)以及教師真實(shí)參與網(wǎng)絡(luò)研修過程特點(diǎn),對(duì)ACSI模型進(jìn)行適當(dāng)?shù)卣{(diào)整,初步構(gòu)建了教師網(wǎng)絡(luò)研修參與滿意度影響因素模型,并提出了研究相關(guān)的六個(gè)假設(shè)。然后設(shè)計(jì)了教師網(wǎng)絡(luò)研修參與滿意度的問卷,對(duì)某省四個(gè)城市五所初中教師進(jìn)行問卷調(diào)查,利用SPSS軟件對(duì)問卷進(jìn)行信效度檢驗(yàn),再對(duì)教師的性別和教齡這些因素進(jìn)行顯著性檢驗(yàn)。最后,將采用AMOS軟件構(gòu)建本研究的教師網(wǎng)絡(luò)研修參與滿意度結(jié)構(gòu)方程假設(shè)模型,并進(jìn)一步對(duì)該結(jié)構(gòu)方程進(jìn)行分析,通過AMOS得出各個(gè)變量之間的路徑系數(shù),以此來驗(yàn)證研究中的相關(guān)假設(shè)是否成立。研究結(jié)果表明,感知質(zhì)量對(duì)教師網(wǎng)絡(luò)研修參與滿意度有顯著影響,根據(jù)感知質(zhì)量這一變量相對(duì)應(yīng)的觀察變量提出提高教師參與網(wǎng)路研修滿意度的策略。同時(shí),教師網(wǎng)絡(luò)研修參與滿意度調(diào)查量表中抱怨包括兩類測量題項(xiàng):平臺(tái)管理和平臺(tái)內(nèi)容,均都指出教師具體不滿意之處,基于平臺(tái)管理和平臺(tái)內(nèi)容兩方面提出了具體的改進(jìn)策略最終研究還測量了期望、感知質(zhì)量、滿意度、抱怨以及忠誠這五個(gè)變量的觀測變量,以及變量之間的相關(guān)性,從某種程度上對(duì)未來網(wǎng)絡(luò)研修的發(fā)展提供一定的參考價(jià)值。
[Abstract]:As a new type of teachers' continuing education and training, network training has broken the traditional study in the time. The limitations of space and resources. Teachers' own professional in the network study can be developed. However, there are still some studies show that, although our country's network training has been vigorously supported and promoted by the relevant departments of the country and the region. However, the actual participation of teachers in network training is not ideal, the reason is that teachers are less satisfied with the current network study. The low degree of satisfaction reflects a problem that the network training ultimately can not reach the expected standard. Therefore, this study based on the above issues, from the perspective of teachers. This study combs the research direction and research field of teacher network research in China, and establishes the research problems of this study. Literature review method and questionnaire survey method are used to explore the influencing factors of teachers' participation satisfaction and the structural relationship between them. And whether there are differences in gender and length of teaching. The ACSI theoretical model is used as the theoretical basis of this study. Combined with the characteristics of network training and the characteristics of teachers' real participation in the network study process, the ACSI model is adjusted appropriately, and the influencing factors model of teachers' network learning participation satisfaction degree is preliminarily constructed. And proposed the research related six hypotheses, then designed the teacher network study participation satisfaction questionnaire, carries on the questionnaire survey to a certain province four cities five junior middle school teachers. Using SPSS software to test the reliability and validity of the questionnaire, and then to test the teachers' gender and length of teaching. Finally. AMOS software will be used to construct the hypothesis model of teacher participation satisfaction degree structure equation, and further analysis of the structure equation, through AMOS to get the path coefficient between the variables. The results show that perceived quality has a significant impact on the satisfaction of teachers' participation in online learning. According to the observation variable of perceived quality, a strategy to improve the satisfaction of teachers participating in network training is proposed. There are two types of measurement items in the questionnaire: platform management and platform content, both of which point out the teachers' specific dissatisfaction. Based on platform management and platform content, this paper proposes specific improvement strategies and measures the five variables of expectation, perceived quality, satisfaction, complaint and loyalty. And the correlation between variables, to some extent, to provide a certain reference value for the future development of network research.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G635.1

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 曾嘉靈;陸星兒;楊陽;吳秀菡;鄭勤華;;基于結(jié)構(gòu)方程的遠(yuǎn)程學(xué)習(xí)者滿意度影響因素研究[J];中國遠(yuǎn)程教育;2016年08期

2 黃慧芳;辛一君;俞樹煜;李自青;;我國教師網(wǎng)絡(luò)研修研究現(xiàn)狀的可視化分析[J];現(xiàn)代遠(yuǎn)距離教育;2015年05期

3 林小玲;黃軍生;;福建省高中英語學(xué)科高級(jí)教師遠(yuǎn)程研修滿意度調(diào)查研究[J];福建教育學(xué)院學(xué)報(bào);2015年07期

4 藍(lán)衛(wèi)紅;;網(wǎng)絡(luò)研修與校本研修整合的教師實(shí)踐性知識(shí)管理[J];教育探索;2015年06期

5 史紅桃;;多措并舉 提高教師遠(yuǎn)程研修的實(shí)效性——以“國培計(jì)劃”校本研修與網(wǎng)絡(luò)研修整合項(xiàng)目培訓(xùn)為例[J];中小學(xué)教師培訓(xùn);2014年12期

6 單麗;楊金勇;蔡建學(xué);;網(wǎng)絡(luò)研修與校本研修整合項(xiàng)目實(shí)踐研究——以吉林省為例[J];現(xiàn)代中小學(xué)教育;2014年11期

7 安蔚;;如何利用“國培計(jì)劃”研修網(wǎng)促進(jìn)教師專業(yè)發(fā)展——以陜西省網(wǎng)絡(luò)研修與校本研修整合培訓(xùn)項(xiàng)目為例[J];中國教育信息化;2014年16期

8 丁月;;中小學(xué)教師網(wǎng)絡(luò)研修存在的問題與對(duì)策[J];江蘇教育研究;2014年13期

9 朱括;楊清軍;;網(wǎng)絡(luò)研修:農(nóng)村小學(xué)英語教師專業(yè)發(fā)展的新途徑[J];山東師范大學(xué)外國語學(xué)院學(xué)報(bào)(基礎(chǔ)英語教育);2013年04期

10 ;教育部關(guān)于深化中小學(xué)教師培訓(xùn)模式改革 全面提升培訓(xùn)質(zhì)量的指導(dǎo)意見[J];中小學(xué)教師培訓(xùn);2013年07期

相關(guān)博士學(xué)位論文 前4條

1 徐鵬;教師整合技術(shù)的學(xué)科教學(xué)知識(shí)影響因素模型構(gòu)建研究[D];東北師范大學(xué);2014年

2 張會(huì)敏;基于指數(shù)的高等教育質(zhì)量管理方法研究[D];華東師范大學(xué);2012年

3 張靜芬;語文網(wǎng)絡(luò)教研探索與實(shí)踐[D];華東師范大學(xué);2008年

4 霍映寶;CSI模型構(gòu)建及其參數(shù)的GME的綜合估計(jì)研究[D];南京理工大學(xué);2004年

相關(guān)碩士學(xué)位論文 前1條

1 沈國金;農(nóng)村學(xué)校信息科技教師網(wǎng)絡(luò)研修的實(shí)踐研究[D];華東師范大學(xué);2011年

，

本文編號(hào)：1475907