教师信息技术应用能力迁移影响因子模型构建研究

Model Construction on Factors Influencing the Transfer of Teachers' Information Technology Application Ability

信息技术应用能力是信息化社会教师必备的专业能力,如何采取有效措施促进教师信息技术应用能力的获取和迁移,对于促进教师转变教学方式,深入推进基础教育课程改革,推动教师终身学习,有效促进专业自主发展,进一步破解教育信息化发展瓶颈问题起着至关重要的作用。近年来,国家开展了大量各级各类教师信息技术应用能力培训,取得了一定成效,但在培训过程中存在严重的"学用脱节"问题,亟待在发现问题根源并加以解决。本研究选取东北教师教育创新实验区220名中小学教师为研究对象,通过量表测量并采用结构方程模型方法构建了包含学校因素、人为因素、政策制度因素、培训因素、自我效能因素和动机因素的教师信息技术应用能力迁移影响因素模型,希望能为破解教师信息技术应用能力培养过程中的"学用脱节"问题,促进教师信息技术应用能力的有效迁移提供重要参考。

The information technology application ability is an indispensable skill for teachers in the information society. It is therefore essential to make the training and transfer of the information technology application more effective. These effective measures are important to help teachers change their ways of teaching, deepen the curriculum reform, promote lifelong learning, facilitate teachers＇ autonomous development in their areas of specialties. Rick Ginsberg, a well-known American professor of teacher education, found that only 10% of the teachers＂ in- formation technology application ability gained from related training programs can be transferred to teachers＇ daily teaching. Considerable research and studies have been done in many countries to find ways to improve the teachers＂ in- formation technology application skills. In China, nevertheless, the related research is still in its preliminary stage and the current status is barely satisfactory. In recent years, Chinese government has launched a variety of training sessions to improve the teachers＂ information technology application ability at different levels. However, what has been learned in the training is rarely applied into teachers＇ daily practices. Therefore, it is urgent to find the causes of the problem and to develop appropriate solutions. This study selected 220 teachers as participants in an innovative experimental area of Northeast China. Adopting the Likert scale and a structural equation model, the authors developed a model of six factors influencing the transfer of teachers＇ information technology application ability which include school factor, human factor, policy and institutional factor, training factor, self-efficacy factor and motivation factor. The results from this study could provide ref- erences for solving the existing problems in the training of teachers＇ information technology application ability.