本文關(guān)鍵詞： 教師培訓(xùn) 信息技術(shù)應(yīng)用能力 培訓(xùn)效果 成人學(xué)習(xí)理論　出處：《四川師范大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

【摘要】：隨著基礎(chǔ)教育課程改革的全面推進和教育信息化的大力發(fā)展,教師作為教育信息化推進的主要手段,其信息技術(shù)應(yīng)用能力已經(jīng)成為教育信息化發(fā)展的瓶頸。提高教師信息技術(shù)應(yīng)用能力主要是通過培訓(xùn),我國在教師培訓(xùn)方面投入了大量的人力、物力,然而培訓(xùn)活動沒有達到預(yù)期效果。筆者所在的成都市溫江區(qū)就先后在2010年和2012年在全區(qū)開展了教師教育技術(shù)能力培訓(xùn),教師參培率達85%以上,但是培訓(xùn)組織中仍然存在一定的問題,導(dǎo)致培訓(xùn)沒有達到預(yù)期的效果。新一輪的中小學(xué)教師信息技術(shù)應(yīng)用能力提升工程已經(jīng)啟動,到2017年底,全國中小學(xué)(含幼兒園)教師將參加新一輪的信息技術(shù)應(yīng)用能力培訓(xùn)。溫江區(qū)也在2015年正式啟動培訓(xùn)項目,2017年底將完成全區(qū)2643名教師的培訓(xùn)工作。本文從區(qū)域的實際出發(fā),以KirkPatrick培訓(xùn)效果評估理論的“四層次評估模型”為基礎(chǔ),設(shè)計調(diào)查問卷,收集區(qū)域教師的信息技術(shù)應(yīng)用能力及培訓(xùn)的現(xiàn)狀。結(jié)合工作中與教師的訪談對話,分析影響教師信息技術(shù)應(yīng)用能力培訓(xùn)效果的因素,根據(jù)培訓(xùn)遷移理論,結(jié)合成人學(xué)習(xí)理論,提出提升區(qū)域教師信息技術(shù)應(yīng)用能力培訓(xùn)效果的策略,并進行實踐,以期對后續(xù)的培訓(xùn)有一定的指導(dǎo)意義。溫江區(qū)已經(jīng)具備了良好的信息化基礎(chǔ)環(huán)境,教育部門不斷加大培訓(xùn)的力度,以期提高教師的信息技術(shù)素養(yǎng)。然而,由于教師參加培訓(xùn)的機會少且不均,培訓(xùn)缺乏系統(tǒng)規(guī)劃、沒有充分調(diào)動教師參培的積極性、培訓(xùn)內(nèi)容與教師期望不符、培訓(xùn)的形式單一導(dǎo)致的培訓(xùn)設(shè)計存在欠缺,使培訓(xùn)的效果不夠理想,教師的信息技術(shù)應(yīng)用能力提升緩慢。本研究第一章對研究的背景、目的、意義等進行闡述;第二章對本研究涉及到的三個理論基礎(chǔ)進行界定和分析;第三章通過問卷調(diào)查數(shù)據(jù)和日常工作中的訪談內(nèi)容,分析我區(qū)教師信息技術(shù)應(yīng)用現(xiàn)狀及培訓(xùn)現(xiàn)狀;第四章以第三章為基礎(chǔ),分析影響我區(qū)信息技術(shù)應(yīng)用培訓(xùn)效果的因素并以Holton的培訓(xùn)遷移影響因素模型中影響培訓(xùn)遷移效果的三個因素,提出從訓(xùn)前對象的選擇和需求分析激發(fā)教師參加培訓(xùn)的動機,從訓(xùn)中培訓(xùn)內(nèi)容與培訓(xùn)方式的優(yōu)化來完善培訓(xùn)設(shè)計,從訓(xùn)后培訓(xùn)評價和后續(xù)支持來營造良好的遷移氛圍三個方面的策略,最終達到提升培訓(xùn)效果的目的;最后,第五章通過2015年區(qū)級信息技術(shù)應(yīng)用能力提升培訓(xùn)對提出的策略進行實踐驗證,分析其效果。
[Abstract]:With the overall advancement of the basic education curriculum reform and the development of educational informatization, teachers are the main means to promote the education informatization. Its information technology application ability has become the bottleneck of the development of education information technology. To improve teachers' information technology application ability is mainly through training. Our country has invested a lot of manpower and material resources in teacher training. However, the training activities did not achieve the desired results. In 2010 and 2012, the Wenjiang District of Chengdu carried out the training of teachers' educational technical ability, and the teacher reference rate reached more than 85%. However, there are still some problems in the training organization, resulting in the training did not reach the desired results. A new round of primary and secondary school teachers' information technology application ability improvement project has been started, until end of 2017. Teachers of primary and secondary schools (including kindergartens) across the country will participate in a new round of training in the application of information technology. Wenjiang District also officially launched the training project in 2015. In end of 2017, the training of 2,643 teachers will be completed in the whole region. This paper is based on the "four-level evaluation model" of KirkPatrick training effect evaluation theory. Design a questionnaire, collect the status of information technology application ability and training of teachers in the region, and analyze the factors that affect the effect of teachers' information technology application ability training combined with the interview and dialogue with teachers in the work. According to the training transfer theory and adult learning theory, this paper puts forward the strategies to improve the training effect of regional teachers'IT application ability, and carries on the practice. With a view to the follow-up training has certain guiding significance. Wenjiang District has already had a good information basic environment, education departments continue to increase the strength of training, with a view to improving teachers' information technology literacy. However. Because the opportunity of teachers to participate in the training is less and uneven, the training lacks systematic planning, does not fully mobilize the enthusiasm of teachers to participate in training, and the content of the training does not meet the expectations of teachers. The single form of training leads to the lack of training design, so that the effect of training is not ideal, and the ability of information technology application of teachers is improving slowly. The first chapter of this study describes the background, purpose and significance of the research; The second chapter defines and analyzes the three theoretical bases involved in this study. The third chapter analyzes the current situation of teachers' information technology application and training through questionnaire survey data and interview content in daily work. Chapter 4th based on the third chapter, analyzes the factors that affect the training effect of IT application in our region, and takes the three factors in Holton's training transfer model to influence the effect of training transfer. From the pre-training object selection and needs analysis to stimulate the motivation of teachers to participate in the training, from the training content and training way optimization to improve the training design. From the post-training training evaluation and follow-up support to create a good migration atmosphere three aspects of the strategy, and finally achieve the purpose of improving the training effect; Finally, chapter 5th verifies the proposed strategy through the training of district level IT application ability improvement in 2015, and analyzes its effect.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G635.1

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