本文選題：在線培訓　切入點：中小學教師　出處：《東北師范大學》2017年碩士論文

【摘要】：伴隨著教育信息化的迅猛發(fā)展和互聯(lián)網(wǎng)+教育時代的到來,保障教師培訓的效果和質量成為目前國家教師在線培訓的首要目標。國內(nèi)外已有大量研究表明:了解學習者的學習動機、學習滿意度以及它們之間的關系,對于改善網(wǎng)絡環(huán)境下教育教學管理以及保障在線學習的效果和質量具有十分重要意義。然而關于中小學教師參加在線培訓這類群體目前卻鮮有研究。因此,本研究首先通過文獻研究法對國內(nèi)外有關學習動機、學習滿意度以及它們之間關系研究進行整理和分析,并在已有研究成果基礎上,結合參加在線培訓的中小學教師特征,編制出能夠系統(tǒng)反映受訓教師學習動機和學習滿意度的調查問卷;然后選取參加過在線培訓的420名中小學教師為調查對象,運用自主編制的問卷從求知興趣、社會關系、職業(yè)發(fā)展、逃避常規(guī)以及外界影響五個方面對參與培訓的教師進行學習動機現(xiàn)狀調查,同時從課程設置、學習資源、培訓效果、培訓師資和學習支持管理服務五個維度對參與培訓的教師進行滿意度調查,采用IBM SPSS22.0對獲得的數(shù)據(jù)進行統(tǒng)計和分析,并在問卷調查分析的基礎上,進一步對參加過在線培訓的4位中小學教師進行訪談調查。綜合問卷調查和訪談的分析結果表明:參訓者的在線培訓動機和滿意度在整體狀況上均屬于中偏高程度;在學習動機各維度得分中,求知興趣最高,其余維度得分從高到低分別為職業(yè)發(fā)展、社會關系、外界影響、逃避常規(guī);在滿意度的各維度得分中,培訓師資最高,其余維度得分由高到低依次為培訓效果、學習支持管理服務、課程設置、學習資源;學習動機和滿意度在不同背景變量上有一定差異;學習動機和滿意度之間存在著一定的相關關系,且對滿意度有明顯的預測力,其中以求知興趣的預測力為最大。最后,根據(jù)研究結果嘗試從培訓機構、課程設置和在線輔導教師三個方面提出提高受訓教師學習動機和滿意度的改進策略,期望能為以后教師在線培訓工作的開展提供借鑒。
[Abstract]:With the rapid development of educational information and the arrival of the era of Internet education, Ensuring the effect and quality of teacher training has become the primary goal of online teacher training in China and abroad. A large number of studies at home and abroad have shown that: understand learners' learning motivation, learning satisfaction and the relationship between them. It is of great significance to improve the management of education and teaching under the network environment and to guarantee the effect and quality of online learning. However, there are few studies on the participation of primary and secondary school teachers in online training. In this study, first of all, the research on learning motivation, learning satisfaction and the relationship between them are summarized and analyzed through literature research, and based on the existing research results, the characteristics of primary and secondary school teachers who participate in online training are combined. A questionnaire which can systematically reflect the learning motivation and learning satisfaction of the trained teachers was developed, and 420 primary and secondary school teachers who participated in the online training were selected as the survey subjects, and the self-compiled questionnaire was used to obtain knowledge interest and social relations. The present situation of teachers' learning motivation is investigated from five aspects: career development, escape from routine and outside influence. Meanwhile, the present situation of teachers' learning motivation is investigated from the aspects of curriculum, learning resources, and training effect. The five dimensions of training teachers and learning support management services were used to investigate the teachers' satisfaction with the training, and the data obtained were analyzed by IBM SPSS22.0, and based on the questionnaire survey. The comprehensive questionnaire survey and the analysis of the interviews show that the online training motivation and satisfaction of the participants are on the high side in the overall situation; In each dimension of learning motivation, interest in learning is the highest, and the scores of other dimensions from high to low are career development, social relations, external influence, escape from routine, and training teachers have the highest scores in each dimension of satisfaction. The other dimension scores from high to low are training effect, learning support management service, curriculum setting, learning resources, learning motivation and satisfaction in different background variables. There is a certain correlation between learning motivation and satisfaction, and there is a significant predictive power to satisfaction, among which the prediction of interest in learning is the greatest. Finally, according to the results of the study, we try to learn from the training institutions. This paper puts forward some strategies to improve the learning motivation and satisfaction of the trained teachers from the three aspects of curriculum setup and online tutoring teachers, which is expected to provide reference for teachers' online training in the future.
【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G434;G635.1

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