| 2,251 | 64 | 256 |
| 下载次数 | 被引频次 | 阅读次数 |
该文通过对我国东、中、西地区20余所中小学1423名教师调研发现,信息化教学受到教师个体、学生个体和学校管理三个关键因素的影响。在教师个体层面,教师受性别、教龄和区位因素的制约,在教育技术的感知易用性和实际应用能力维度上表现出差异;在学生个体层面,学生受学段和区位因素制约,学生的信息技术能力与师生互动的质量对教师使用信息技术表现出差异;在学校管理层面,学校受到所在地区、学校等级及位置的制约,在制度管理、设备支持、社会规范和评价激励机制上表现出差异。针对上述影响因素的差异,该文提出了相应的对策和建议。
Abstract：The study collected 1423 teachers' response data from more than 20 primary and middle schools in eastern, middle, and western parts of China. The research found that teachers' use of technology in teaching was influenced from three perspectives: teachers, students, and school management. Teachers of different gender, lengths of teaching experience, and physical locations had different levels in perceived ease of use towards technology and ability of technology use. Influences of students' technology ability and quality of interaction with teachers online on teachers' use of technology were different regarding to students' grade bands and their physical locations. Influences of schools' management, facilitation, subjective norms, and evaluation regulations on teachers' use of technology were different regarding school locations and school brands. According to these differences, the study proposed suggestions to promote educational equality.
[1]教技[2016]2号文件,”教育部关于印发《教育信息化“十三五”规划的通知》”[Z].
[2]金陵.大数据与信息化教学变革[J].中国电化教育,2013,(10):8-14.
[3]李美凤.教师与技术的关系初论[J].中国电化教育,2011,(4):8-13.
[4]王卫军.教师信息化教学能力发展策略研究[J].电化教育研究,2012,(5):103-110.
[5]冯友梅.教师教育技术能力发展的困境与出路[J].中国电化教育,2012,(4):69-72.
[6]王春蕾,刘美凤.影响信息技术在中小学教育中应用有效性的关键因素的调查研究[J].中国电化教育,2005,(6):14-19.
[7]张思,刘清堂,黄景修等.中小学教师使用网络学习空间影响因素研究--基于UTAUT模型的调查[J].中国电化教育,2016,(3):99-107.
[8]刘禹,陈玲,余胜泉.西部农村中小学教师信息技术使用意向影响因素分析[J].中国电化教育,2012,(8):57-63.
[9]Venkatesh,V.&Bala,H.Technology acceptance model 3 and a research agenda on interventions[J].Decision Sciences,2008,39(2):273-315.
[10]Venkatesh,V.,Morris,M.G.,Davis,G.B.&Davis,F.D.User acceptance of information technology:toward a unified view[J].MIS Quarterly,2003,27(3):425-478.
[11]吴明隆.问卷统计分析实务-SPSS操作与应用[M].重庆:重庆大学出版社,2010.195-196.
[12]Barker,D.,Quennerstedt,M.,&Annerstedt,C.Inter-student interactions and student learning in health and physical education:A post-Vygotskian analysis[J].Physical Education and Sport Pedagogy,2013,(4):1-18.
[13]De Jong,R.J.,Van Tartwijk,J.,Verloop,N.,Veldman,I.,&Wubbels,T.Teachers’expectations of teacher-student interaction:Complementary and distinctive expectancy patterns[J].Teaching and Teacher Education,2012,28(7):948-956.
[14]Dagiene,V.&Futschek,G.Bebras international contest on informatics and computer literacy:Criteria for good tasks[J].Lecture Notes in Computer Science,2008,(5090):19-30.
[15]Sun,H.M.&Cheng,W.L.The Input-interface of Webcam Applied in 3D virtual reality systems[J].Computers and Education,2009,53(4):1231-1240.
[16]Tucker,S.P.E-commerce standard user interface:an E-menu system[J].Industrial Management&Data Systems,2009,108(8):1009-1028.
[17]辛涛,申继亮,林崇德.教师自我效能感与学校因素关系的研究[J].教育研究,1994,(10):16-21.
[18]Kao,C.P.,Wu,Y.T.&Tsai,C.C.Elementary school teachers’motivation toward web-based professional development,and the relationship with Internet self-efficacy and belief about web-based learning[J].Teaching and Teacher Education,2011,27(2):406-415.
[19]宋伟,孙众.数字教材环境下小学教师TPACK与自我效能感、技术接受度的关系--一项结构方程分析[J].中国远程教育,2014,(9):39-47.
[20]林劭仁.专业学习社群运用于师资培育自我评鉴之探究[J].中正教育研究,2006,5(2):79-111.
[21]Fred,D.Davis.Perceived usefulness,perceived ease of use,and user acceptance of information technology[J].Management Information Systems Research Center,1989,13(3):319-340.
[22][24]李葆萍.我国城乡中小学教师教育技术能力差异及原因分析[J].现代教育技术,2012,(4):29-36.
[23]孟静雅.技术接受模型下高校教师网络教学的行为特征与优化[J].中国电化教育,2014,(2):80-84.
基本信息:
中图分类号:G434
引用信息:
[1]李毅,王钦,吴桐,等.中小学信息化教学关键影响因素的多维度比较研究[J].中国电化教育,2017,No.369(10):44-50+95.
基金信息:
北京师范大学中国基础教育质量监测协同创新中心课题“课程文化影响小学生核心素养发展的定量研究”(课题编号:2016-06-002-BZK01);“中小学生学习效能测评与提升机制研究”(课题编号:2016-06-11-BZK01);; 西南大学教育学部特色领域创新团队项目“新媒体时代课堂教学改革与创新研究”(项目编号:2014CXTD09);西南大学教育教学改革研究项目(项目编号:2015JY081)的研究成果之一
2017-10-09
2017-10-09
2017-10-09