中小学教师教育信念与信息化教学能力的关系研究

Study on the Relationship between Primary and Middle School Teachers' Educational Beliefs and Information Educational Capabilities

文章聚焦中小学教师教育信念与信息化教学能力之间的关系问题,采用聚类分析的方法,从传递接受和意义建构两个维度将中小学教师按照教育信念特征分为四个群体:传递接受教育信念与意义建构教育信念得分均高、意义建构教育信念得分高、传递接受教育信念得分高、传递接受教育信念与意义建构教育信念均低。在此基础上,通过单因素方差分析对四个群体的信息化教学能力进行了差异显著性检验,研究结果显示教师教育信念与信息化教学能力有显著相关,偏向意义建构教育信念的教师的信息化教学能力更高。

This study analyzes the relationship between primary and middle school teachers＇ educational beliefs and information educational capabilities. With regards to teachers＇ educational belief,cluster analysis is applied to divide teachers into four clusters： high scores for both direct transmission and constructivist,High score for constructivist,high score for direct transmission,and low scores for both direct transmission and constructivist. On the basis of this,the significance test of the difference in the information-based teaching ability of the four groups was carried out through single factor variance analysis. This shows that teachers＇ educational beliefs are significantly related to their information educational capabilities,teachers who believed in constructivist had higher information educational capabilities.