中国电化教育

该文对参与信息技术专题集中培训的教师进行训后跟踪,采用质性分析方法研究其学用转化过程,为更好地提升教师信息化教学能力提供参考。整个研究历时三年多,通过多轮的ADDIE行动,不断改善实践,跟踪研究,完整而真实的揭示出基于信息技术能力提升项目的参训教师在训后的学用技能转化情况、转化类型和学用转化影响因素模型。研究发现,教师信息技术专题培训后的教师存在四种转化类型,即青竹型、昙花型、浮萍型和荆棘型;采用质性分析的三级编码归纳出学用转化影响因素模型,包括受训者个体因素、培训内容与实施因素、外部环境因素。

The authors use qualitative research methods to study the sample trainees regarding their application of previous ICT training so as to offer a reliable reference for improving their ability of teaching with ICT. This study last over three years, combined with several rounds of ADDIE cycles, and move forward the practice of training process, which reveals the real situation, different types, and factors of training transfer. The authors found out four types of training transfer: green bamboo type, epiphyllum type, duckweed type and thorny type teachers. Furthermore, the qualitative interview data was coded and classified and the model of teachers' training transfer of ICT skills turns out, which includes individual factors of trainees, training contents and implementation factors, external environmental factors.