聚焦信息技术应用能力提升的农村教师培训设计:要素、模型与实践

A Training Design for Rural Teachers’ ICT Competency Enhancement: Elements, Model and Practice

教师信息技术应用能力培训,与实践情境密切相关,不应该城乡趋同。农村教师在学习与实践信息化教学的过程中,需要更有针对性地分析、支持与服务。云桥学院基于六年的实践,逐步提炼出聚焦农村教师信息技术应用能力提升的培训六要素,分别是梯度迭代式的目标设计、结果导向的评价设计、"三度互促"的学习环境设计、学习者生成内容的资源设计、四种支持全程伴随的服务设计、数据驱动的系统设计,并在此基础上形成ABCD混合式培训设计模型。六年来的实践研究表明,基于ABCD模型的农村教师信息技术应用能力培训成效良好,分别体现在:培训完成率与优秀率呈上升趋势;农村教师TPACK水平、学习动机、实践能力等方面有明显提高;出现草根明星农村教师"反哺"课程内容的现象,形成优质学习社群。与此同时,与农村教师协同学习的师范生,在信息技术应用能力与教师职业认同等方面,也取得了显著进步,为后续农村教师培训模式的创新提供参考和借鉴。

Teachers’ ICT competency training is related to teaching and practice contexts, thus should not converge between urban and rural areas. Rural teachers need more targeted analysis, support, and services in learning and practicing informationbased teaching. The Cloud Bridge Academy has progressively clarified six ICT competency training elements along with its six years of practice: gradient iterative objectives design, result-oriented evaluation design, “three-degree mutual promotion” learning environment design, learner-generated content resource design, four types of fully companionable services design, data-driven system design, and built an ABCD blended training design model on this basis. Six years of practical research showed that the training based on the ABCD modle has a positive impact on rural teachers’ excellent and completion rates, TPACK level, learning motivation, and practice competence. Interestingly, there was also a phenomenon of rural teachers “feeding” into the course content and forming a quality learning community. At the same time, the novices’ ICT competency and teacher professional identity improved significantly during the collaborative learning process with rural teachers. Thus, this study can provide a reference for the innovation of the rural teacher training model in the future.