能力提升工程“整校推进模式”的关键成功因素及运作机理——基于解释结构模型的探索

Key Success Factors and Mechanism of"Whole School Pattern"of National Competency Promotion Project—A Research Based on Interpretative Structure Modeling

全国中小学教师信息技术应用能力提升工程2.0广泛运用了“整校推进”组织模式,研究通过文献分析、案例分析以及专家访谈等研究方法提炼出影响“整校推进”组织成效的25个关键成功因素,并依据解释结构模型构建了层次关系图,厘清各个因素之间的关系和作用路径,明确“整校推进”提升教师信息技术应用能力的运作机理。研究发现,影响“整校推进”的直接因素包括典型案例、教师自主学习与个性发展支持、校内项目推进沟通协调会、研修成果研磨以及教师信息技术应用竞赛等;根源因素是区域规划、组织实施与经费保障;而由学校信息化发展规划与能力点选择、校本研修方案与推进制度、校本应用考核方案、项目团队职责与考核要求、管理团队、测评及应用指导团队等构成的学校规划是落实理念、确保成效的中枢。基于上述发现,研究从学校规划、实境学习、区域联动三个方面对开展“整校推进”提出了建议。

The National Teachers'ICT Application Competency Promotion Project 2.0 widely uses the"whole school pattern"organization model.Through literature research,case analysis and expert interviews,the study extracts 25 key success factors affecting the effectiveness of"whole school pattern",constructs a hierarchical relationship diagram according to the interpretative structure Modeling,clarifies the relationships and paths between various factors,and defines the operational mechanism of"whole school pattern"to improve teachers'ICT application competency.The study finds that the direct factors affecting the"whole school pattern"include typical cases,support for teachers'independent learning and personality development,communication and coordination meetings for intra-school project promotion,grinding of training results,and teachers'ICT competitions.The fundamental factors are regional planning,organization and implementation,and funding;the school planning composed of school informatization development planning and competence selection,school-based training scheme and promotion system,school-based application assessment plan,project team responsibilities and assessment requirements,management team,assessment and application guidance team is the pivot to implement the concept and ensure the effectiveness.Based on the above findings,the study puts forward some suggestions for carrying out"whole school pattern"from school planning,practical learning and regional linkage.