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教师是推动信息化教学深入开展、信息技术与课程深度融合的关键性主体,其对信息化教学的意愿、根据信息化教学要求在行为上做出的努力、以及是否适应这种新的教学方式都决定着信息化教学的最终成效和可持续发展。该研究从适应性绩效的视角对高校教师信息化教学的适应性进行探讨,通过梳理教师适应信息化教学的要素及信息化教学对教师的要求,明确了高校教师信息化教学适应性绩效评价的内容,构建了相应的绩效评价指标体系。在此基础上,借鉴成熟度理论构建了高校教师信息化教学适应性绩效评价模型,并选取了3所高校进行绩效评价实施,结合数据分析发现存在问题并提出改进建议,以期提高高校教师对信息化教学的适应性,使信息化教学真正成为高校教师教学活动常态,促进高校人才培养。
Abstract：Teachers serve as a principal part in ICT-based(Information, Communication and Technology, ICT in short) teaching and pushing the deep integration of information technology and curriculum, as their willingness, endeavor and adaptability within this new teaching form all contributes to the ultimate effectiveness and sustainable development of ICT-Based Teaching. This paper discusses university teachers' adaptability on ICT-based teaching from the perspective of performance. Specifically, by clarifying factors of how teachers adapt to this kind of teaching and the requirements that pose on them, this paper specifies the performance evaluation content of their adaptability and constructs corresponding indicator system. Upon that a performance evaluation model for university teachers' adaptability on ICT-based teaching is proposed, on the basis of Capability Maturity Theory. Through practical analysis in three universities, problems and suggestions are provided respectively in order to improve teachers' adaptability on teaching, make ICT-based teaching a daily routine, and help elevate cultivation in higher education.
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基本信息:
中图分类号:G434;G652
引用信息:
[1]郑云翔,杨浩,冯诗晓.高校教师信息化教学适应性绩效评价研究[J].中国电化教育,2018,No.373(02):21-28.
基金信息:
广东省自然科学基金项目“基于成熟度的高校信息化教学绩效评价模型与指标体系研究”(项目编号:2014A030313427);; 中国国家留学基金(留金发[2016]3099号,学号201606755009)研究成果
2018-02-10
2018-02-10