融合网络学习空间过程性数据的中小学教师信息素养评估研究

The Evaluation of Teachers’Information Literacy by Incorporating Process Data from Cyber Learning Space

教师信息素养水平是教师主动适应信息技术变革、有效开展教育教学创新的重要基石,开展教师信息素养评估有助于教师信息素养水平的全面提升。为解决传统评估方法的不足,研究引入过程性评价理念,在教师信息素养发展和网络学习空间建设与应用的双重背景下,以教师信息素养评估为核心内容,探索融合网络学习空间过程性数据的中小学教师信息素养评估新模式。研究首先梳理了教师信息素养发展与研究现状,明确了开展融合网络学习空间过程性数据的中小学教师信息素养评估实践的可行性,其后,从数据采集、数据处理与检验、评估与分析等方面介绍了融合网络学习空间过程性数据的教师信息素养评估设计与实证研究,验证与分析了该评估模式的效果与优势,以期为后续开展高效化、持久化的教师信息素养评估提供新的思路与途径。实践证明,融合网络学习空间过程性数据的教师信息素养评估是一种行之有效的方法,这种隐形评测的方式不仅可以减轻教师负担,还能够更加客观、科学、精准地监测与评估教师信息素养的发展现状,发掘教师信息素养问题的具体症结,为教师信息素养的持续发展提供精准指导。

Teachers’information literacy is an influential factor which affects the integration and innovation of information technology and education.Carrying out teachers’information literacy assessment will make a contribution to the overall improvement of teachers’information literacy.Under the dual background of the development of teachers’information literacy and the construction and application of cyber learning space,this study introduced the theory of process evaluation to make up for the shortcomings of traditional evaluation methods,exploring a new model of information literacy assessment for primary and secondary school teachers by incorporating process data from cyber learning spaces.Firstly,current development and research status of teachers’information literacy is introduced and the feasibility of implementing information literacy assessment practice by incorporating process data from cyber learning spaces for primary and secondary school teachers is discussed.Secondly,this new evaluation model is introduced from the aspects of data collection,data processing and inspection,evaluation and analysis etc.And the effects and advantages of this method has been explored to provide new ideas and means for successive study of discovering more efficient and durable evaluation model.It has been proved that the assessment of teachers’information literacy based on the process data of cyber learning space is an effective method.Through this method the teacher’s load is lightened by implicit evaluation,and more importantly the status of teachers’information literacy can be monitored and evaluated more objectively and accurately,which helps to find out the specific problem of teachers’information literacy and provide accurate guidance for improving teachers’information literacy.