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培训结束以后,受训教师回到实际工作中,常常发生不能将信息技术持续有效地应用到实际工作中的情况,导致培训迁移效果不理想。受训教师所处的实际工作环境与其培训迁移情况具有密切的关系。通过对参加信息技术应用培训教师的调查发现:工作环境中的领导支持、同事态度及工作条件对受训教师信息技术应用培训迁移具有显著的直接影响,同时它们还通过影响教师个体的迁移动机和自我效能感,对培训迁移发生间接影响。正反馈对培训迁移具有直接的显著影响,零反馈对培训迁移的影响不显著。围绕以上影响因素,提出改进工作环境促进教师信息技术应用培训迁移的对策与建议。
Abstract：After the training, teachers return to practice. It often occurs that the trainees can not apply IT(information technology) into their work sustainable and effectively, resulting training transfer level is not satisfactory. There are close relationships between work environment and their transfer level. By investigating teachers who have attended IT application training, this study found that work environment(leader support, colleague attitude and work conditions) has a significant direct influence on the training transfer, and has an indirectly influence on the training transfer by influencing trainee individual's transfer motivation and self-efficacy. Positive feedback has a significant influence on the training transfer. Zero feedback has a non-significant influence on the training transfer. Based on these factors, this paper made suggestions on how to improve work environment in order to promote IT application training transfer.
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基本信息:
中图分类号:G434;G451.2
引用信息:
[1]李美凤.工作环境对教师信息技术应用培训迁移的影响机制研究[J].中国电化教育,2015,No.337(02):96-103.
基金信息:
辽宁省教育科学“十二五”规划课题“中小学教师教育技术能力迁移机制研究”(课题编号:JG12DB157);; 教育部人文社科青年基金课题“工作环境对中小学教师教育技术能力培训迁移的影响机制研究”(课题编号:11YJC880056)研究成果
2015-02-10
2015-02-10