小学教师信息化教学效能感量表开发与验证

Development and Verification of Informational Teaching Efficiency Scale of Primary Teachers

随着信息化教学的快速发展,信息技术应用能力成为教师的必备技能,从心理学视角研究教师信息技术应用能力显得相对较为薄弱。教师如何测量自己的信息化教学效能感成为一个重要的研究问题。基于此,笔者采用问卷调查法对小学教师信息化教学效能感的测评工具进行了尝试性研究。在研究中共进行两轮测试,第一轮以559名小学教师为研究样本,通过项目分析、探索性因素分析、验证性因素分析、内部一致性检验等方法,严格按照测量标准筛选项目,初步形成正式量表;第二轮施测以407名小学教师为研究样本,通过内部一致性检验、验证性因素分析对量表进行了修订,并通过独立样本T检验、单因素方差分析对小学教师信息化教学效能感现状进行分析。研究结果显示,小学教师信息化教学效能感量表包括优化课堂教学效能感量表与转变学习方式效能感量表;量表具有良好的信度和效度,能够作为小学教师信息化教学效能感的测量工具;对现状进行分析发现,小学教师在各维度信息化教学效能感水平不同。

With the rapid development of informational teaching,the ability to apply information technology has become a necessary skill for teachers. How teachers measure their own information-based teaching effectiveness has become an important research issue. Based on this,this study uses the questionnaire survey method to carry out the tentative research on elementary school teachers’ informationization teaching sense of efficacy evaluation. Two rounds of tests were carried out in this study: the first round took 559 primary school teachers as the research samples. Through project analysis,exploratory factor analysis,confirmatory factor analysis,internal consistency test and other methods,the items were selected in strict accordance with the measurement standards and a formal scale was initially formed;the second round took 407 primary school teachers as the research sample,revised the scale through internalconsistencytestand confirmatoryfactoranalysis,andanalyzedthestatus quoof primary school teachers’ information teaching efficacy through independent sample T test and one-way variance analysis. The results show that the primary school teachers’ information teaching efficacy scale includes two scales: optimizing classroom teaching efficacy scale and changing learning style efficacy scale. The scale has good reliability and validity and can be used as a measuring tool for primary school teachers’ information teaching efficacy. By analyzing the current situation,it is found that primary school teachers have different levels of information teaching efficacy in each dimension.