基于ICDT模型的教师ICT能力发展监测分析

A Monitoring Analysis on ICT Capacity Building for Teachers Based on ICDT Model

教师ICT能力水平是教育信息化建设的重要因素,决定了教育信息化的建设成效。因此,了解教师ICT能力的基本状况,对教师ICT能力发展过程中存在的问题进行诊断,将有利于有针对性地制定和实施促进教师ICT能力有效提升的政策和策略。本文依据联合国教科文组织制定的《教师ICT能力框架》,同时结合知识阶梯理论,为教师ICT能力设计和构建了ICDT模型。以该模型为研究基础,对广州市三所小学313位教师ICT能力发展状况进行了诊断性调研。研究结果发现,这些学校的教师ICT能力建设主要存在培训内容的针对性不强、缺乏学科教学实践结合、教学理念不能满足能力发展的要求等。学校可以据此采取具有针对性的改进措施,有效提高教师ICT应用能力。

The level of ICT competences for teachers is one of the essential elements for ICT in education, which determines the effectiveness of ICT in education. Therefore, it is helpful to make good polices and the effective practical strategies for promoting ICT capacity-building for teachers based on identifying the status of ICT competences for teachers and diagnosing the problems and difficulties they have. This paper designs and creates an ICDT model of ICT competences for teachers according to ＂ICT competence framework for teachers＂ which had been proposed by UNESCO and knowledge ladder theory.A diagnosed survey has been conducted based on ICDT model for teachers. The purpose of this study is to examine the status of ICT competences for teachers. There are 313 teachers participated in this survey from 3 primary schools in Guangzhou. Findings from this study addressed three aspects including training contents are less intention, the relationship between subject-matter and teaching practice is weak, and the teaching ides cannot match the needs from the practical learning and teaching field. This research could be applied in schools for them to change the traditional strategies in order to improving ICT competences for teachers.