民族地区小学教师信息技术应用能力的提升研究——基于J省Y市提升工程2.0的实施调研

Research on the Improvement of Primary School Teachers’Information Technology Application Ability in Ethnic Areas——Based on the Investigation of the Implementation of the Information Technology Application Ability Upgrading Project 2.0 in Y City,J Prov.

2018年教育部印发了《教育信息化2.0行动计划》,标志着我国教育信息化正式进入2.0时代。为了适应教育信息化2.0时代对教师信息技术应用能力的新要求,2019年教育部正式启动中小学教师信息技术应用能力提升工程2.0。本研究调查经过提升工程2.0培训后,民族地区小学教师信息技术应用能力提升情况并剖析其影响因素,结果如下:(1)小学教师信息技术应用能力总体处于较好水平,不同教师群体的信息技术应用能力水平存在显著差异,技术素养、计划与准备、组织与管理、评估与诊断、学习与发展等五个维度发展相对均衡;(2)网络环境下小学教师促进学生个性化学习存在困难,对技术在课堂中的融合运用及对教学行为的有效调整存在不足,利用技术进行教学评估与诊断、促进自身专业化发展的意识有待增强;(3)培训内容、组织管理与培训模式均与教师信息技术应用能力水平存在显著正相关,且相关程度依次降低。进而提出提升策略:(1)合理设计培训内容,加强内容分层,满足需求差异;(2)加强校本研修模式的应用,促进教师深度参与;(3)加强组织保障机制,促进信息技术应用创新。

In 2018,the Ministry of Education issued the“Education Informatization 2.0 Action Plan”,marking that China’s education informatization has officially entered the 2.0 era.To meet the new requirements for teachers’information technology application ability(ITAA)in the 2.0 era,the Ministry of Education launched the“Information Technology Application Ability Upgrading Project 2.0”(ITAAUP 2.0)for primary and secondary school teachers in 2019.This research investigates the improvement of primary school teachers’ITAA in ethnic areas after the training from ITAAUP 2.0 and analyzes its influential factors.The results are as follows.1)Primary school teachers’ITAA is generally at a good level,and there are significant differences among diverse teacher groups.The development of the five dimensions is relatively balanced,including technical literacy,planning and preparation,organization and management,evaluation and diagnosis,learning and development;2)Primary school teachers have difficulties in facilitating student’s personalized learning online,have an inadequate grasp of technology integration in the classroom and the effective adjustment of teaching behavior,and have insufficient awareness of using technology to evaluate and diagnose teaching and promote their own professional development;3)Training content,organization management,and training model are all significantly positively correlated with teachers’ITAA level,and the degree of correlation decreases successively.The promotion strategy is proposed:1)revise training content and strengthen hierarchical design to meet teachers’diverse needs;2)strengthen the application of School-based Teaching Research and Training to promote teachers’deep participation;3)enhance the organizational guarantee mechanism to facilitate innovation in the application of information technology.