中小学教师继续教育网络学习绩效评估研究——基于我国经济欠发达地区的案例

Research on Performance Evaluation of Continuing Education for Primary and Middle School Teachers--Based on the Case of Underdeveloped Regions in China

互联网技术与教育的深度融合为教师教育理念的更新、教学技能的提升带来机遇与挑战。我国各地各级教育机构正在借助互联网络开展教师在职培训。如何准确有效地评价中小学教师特别是不发达地区教师的网络学习绩效,并验证教师能否真正获得专业方面的发展是一个关系到教育机会公平的现实问题。本研究遵循案例研究方法,依据柯氏评估理论,结合中小学教师网络学习的学习者特点、学习内容、学习平台等方面的特征,构建出包含3个维度、10个二级指标和46个三级指标的“中小学网络学习绩效评估模型”。而后据此模型,对我国经济不发达地区参与“中小学教师网络研修培训项目”学习的8所中小学教师的学习绩效进行研究,得到如下结论:①从反应层来看,约有88%的参训教师对网络学习效果满意或比较满意;②从学习层来看,多数参训教师表现出主动获取知识的意愿与行为,但对技能型学习活动有抵触心理;③从行为改变层来看,教师对于习得知识技能的使用意愿和行为,与其年龄、教龄、性格以及学校需求和条件氛围有较大关联。本研究论证了该模型在改进教师在职培训评价方式、提升教师在职网络培训质量方面所具备的实践价值,并以实证数据验证了该模型所支持的评价方式在帮助不发达地区提升教育资源水平方面的现实价值。

The deep integration of Internet technology and education brings practical opportunities for teachers to update their education concepts and improve teaching skills, but also poses challenges. In recent years, education institutions at all levels in China are using online learning methods to carry out in-service teacher training. However, whether primary and secondary school teachers can truly obtain professional development through online learning, especially whether teachers in underdeveloped areas can obtain professional knowledge and ability through online learning, is a practical issue related to fair educational opportunities. This research follows a case study paradigm, based on the Kirkpatrick’s four-level evaluation model, combined with the characteristics of learners ’characteristics, learning content, learning platform and other aspects of primary and secondary school teachers’ online learning, an interdisciplinary "primary and secondary school teacher online learning" is constructed " Performance evaluation model ". Based on this model, sample and data analysis was conducted on 8 elementary and middle school teachers participating in the "Primary and Middle School Teachers Network Training and Training Project" in economically underdeveloped areas in China, and the participating teachers were given a response layer, a learning layer and a behavior change layer. This study demonstrates the practical value of the model in improving the evaluation method of teachers’ in-service training and improving the quality of teachers’ In-service network training, and uses empirical data to verify the practical value of the evaluation method supported by the model in helping underdeveloped areas improve the level of educational resources.