教师整合技术教学中的学用脱节问题解析——基于新手型教师的个案研究
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摘要
文章聚焦于学用脱节问题,以新手型教师为研究对象,进行了访谈与观察相结合的个案研究,发现:新手型教师普遍存在学用脱节问题,且其表现形式存在学科差异。为探讨导致新手型教师产生学用脱节问题的根本原因,文章探究了教师整合技术教学知识的实践行为转化过程,指出根本原因在于难以在备课阶段形成整合技术教学决策;为此,文章进一步挖掘了影响新手型教师形成整合技术教学决策的相关因素。基于个案研究结果,文章提出了解决新手型教师学用脱节问题的具体策略,以期为促进中小学教师整合技术教学、有效解决学用脱节问题提供理论参考,从而推动信息技术在教育领域的创新应用。
Focused on the disconnection problem between learning and using, this paper took the novice teachers as the research object, and carried out the case study through the methods of interview and observation. It was found that the disconnection problem between learning and using generally existed in novice teachers, and had disciplinary difference in its expressions. In order to explore the root cause of the disconnection problem between learning and using in novice teachers, the transformation process of teachers' technology-integrated teaching knowledge practical behavior was explored. It was pointed out that the root cause was the difficulty of forming technology-integrated teaching descisions in the teaching preparation stage. Therefore, the relelvant factors affecting the formation of technology-integrated teaching descisions for novice teachers were further investigated. Based on the case study results, specific strategies to slove the disconnection problem between learning and using in novice teachers were proposed, expecting to provide theoretical reference for primary and middle school teachers in promoting technology-integrated teaching and effectively solving the disconnection problem between learning and using, and theorefore promoting the innovative application of information technology in education field.
Focused on the disconnection problem between learning and using, this paper took the novice teachers as the research object, and carried out the case study through the methods of interview and observation. It was found that the disconnection problem between learning and using generally existed in novice teachers, and had disciplinary difference in its expressions. In order to explore the root cause of the disconnection problem between learning and using in novice teachers, the transformation process of teachers' technology-integrated teaching knowledge practical behavior was explored. It was pointed out that the root cause was the difficulty of forming technology-integrated teaching descisions in the teaching preparation stage. Therefore, the relelvant factors affecting the formation of technology-integrated teaching descisions for novice teachers were further investigated. Based on the case study results, specific strategies to slove the disconnection problem between learning and using in novice teachers were proposed, expecting to provide theoretical reference for primary and middle school teachers in promoting technology-integrated teaching and effectively solving the disconnection problem between learning and using, and theorefore promoting the innovative application of information technology in education field.
引文
[1]教育部.教育信息化2.0行动计划[OL].
[2]教育部.教育部关于实施全国中小学教师信息技术应用能力提升工程的意见[OL].
[3]徐鹏,王以宁,刘艳华,等.教师信息技术应用能力迁移影响因子模型构建研究[J].开放教育研究,2015,(4):106-112
[4]孔晶,赵建华.教师信息技术应用能力发展模型及实现路径[J].开放教育研究,2017,(3):87-95.
[5]张哲,张海,王以宁.职前教师的TPACK发展影响因素研究[J].现代教育技术,2016,(1):46-52.
[6]郝雅琪.基于TPACK模型的职前教师信息化教学能力培养研究[D].西安:陕西师范大学,2014:42-45.
[7]张哲,陈晓慧,王以宁.教师信息技术应用行为影响因素模型构建研究[J].中国电化教育,2018,(1):118-125.
[8]Sadaf A,Newby T J,Ertmer P A.An investigation of the factors that influence preservice teachers’intentions and integration of Web 2.0 tools[J].Educational Technology Research and Development,2016,(1):37-64.
[9]Choy D,Wong A F L,Gao P.Student teachers’intentions and actions on integrating technology into their classrooms during student teaching:A Singapore study[J].Journal of Research on Technology in Education,2009,(2):175-195.
[10]陈向明.实践性知识:教师专业发展的知识基础[J].北京大学教育评论,2003,(1):104-112.
1俞国良在《专家-新手型教师教学效能感和教学行为的研究》一文中指出:“新手型教师的确定标准相对于专家型教师而言,主要指刚走上教师工作岗位1~2年的新教师或是在中学实习的师范大学毕业生。”
[2]教育部.教育部关于实施全国中小学教师信息技术应用能力提升工程的意见[OL].
[3]徐鹏,王以宁,刘艳华,等.教师信息技术应用能力迁移影响因子模型构建研究[J].开放教育研究,2015,(4):106-112
[4]孔晶,赵建华.教师信息技术应用能力发展模型及实现路径[J].开放教育研究,2017,(3):87-95.
[5]张哲,张海,王以宁.职前教师的TPACK发展影响因素研究[J].现代教育技术,2016,(1):46-52.
[6]郝雅琪.基于TPACK模型的职前教师信息化教学能力培养研究[D].西安:陕西师范大学,2014:42-45.
[7]张哲,陈晓慧,王以宁.教师信息技术应用行为影响因素模型构建研究[J].中国电化教育,2018,(1):118-125.
[8]Sadaf A,Newby T J,Ertmer P A.An investigation of the factors that influence preservice teachers’intentions and integration of Web 2.0 tools[J].Educational Technology Research and Development,2016,(1):37-64.
[9]Choy D,Wong A F L,Gao P.Student teachers’intentions and actions on integrating technology into their classrooms during student teaching:A Singapore study[J].Journal of Research on Technology in Education,2009,(2):175-195.
[10]陈向明.实践性知识:教师专业发展的知识基础[J].北京大学教育评论,2003,(1):104-112.
1俞国良在《专家-新手型教师教学效能感和教学行为的研究》一文中指出:“新手型教师的确定标准相对于专家型教师而言,主要指刚走上教师工作岗位1~2年的新教师或是在中学实习的师范大学毕业生。”