高校教师信息化教学能力:发展逻辑、多元影响与提升路径

Information Teaching Ability of College Teachers: Development Logic, Multiple Influence and Promotion Approaches

教师作为教育信息化的实施者,其专业发展水平成为推进教育信息化的主要制约要素。基于行为主义学习理论,提出教师信息化教学过程的驱动—反应强化循环发展逻辑,通过对西安高校教师的问卷调查,分析教师信息化教学能力多元影响因素,最后运用定性比较分析方法(QCA)探寻提升教师信息化教学能力路径。研究表明:信息化教学理论的掌握、技术应用水平与信息化技术使用频率在教师信息化教学能力提升中分别起到驱动力、刺激物与提示物的作用;理论掌握程度与信息化教学能力相关性最强;可通过外力驱动、内在驱动和期望驱动等三条路径提升教师信息化教学能力。

As the implementer of educational informatization, the professional development of the teachers has become the main restrictive element in the advancement of educational informatization. Based on the Behaviorism learning theory, this paper proposed the driven-reaction strengthen the cyclical development logic in the teacher’s informatization teaching process. Through a questionnaire survey of college teachers in Xi’an, the multiple influencing factors of teachers’ informatization teaching ability are analyzed. Finally, the qualitative comparative analysis method(QCA) is used to improve teachers’ information teaching ability path. The research shows that the mastery of informatization teaching theory, the level of technical application and the frequency of using the informatization technology play a driving force in the improvement of teachers’ informatization teaching ability, stimulus and reminders. The degree of theoretical mastery is related to informatization teaching ability strongest. The teachers’ information teaching ability can be improved by external drive, internal drive and expectation drive.