乡村教师“互联网+教学”胜任力的现状、问题与提升对策——基于中西部三省的实证调查

Status,Problems and Countermeasures:An Empirical Survey of Rural Teachers'Competence in Internet Plus Teaching in Three Provinces in Central and Western China

“互联网+教学”是乡村学校拓展优质教育资源、促进教育优质均衡发展的重要路径。这其中,乡村教师是否具备“互联网+教学”胜任力,是确保教学质量提升的关键。本研究基于胜任力理论,采用行为事件访谈法,构建乡村教师“互联网+教学”胜任力模型,并形成四大胜任特征群,包括“互联网+教学”技术/知识掌握与应用、“互联网+教学”组织与评价、“互联网+教学”内驱力、“互联网+教学”态度与动机。在此基础上,通过对中西部三省乡村教师的问卷调查,发现当前乡村教师“互联网+教学”胜任力仍面临诸多问题,包括“互联网+教学”内驱力不足,自主探索少;开发教学资源与组织教学能力较弱;“互联网+教学”组织与评价实施力度不够;“互联网+教学”知识和技术的应用范围有限等。由此,从完善政策和管理机制、开展针对性培训、强化资源投入与共享、促进乡村教师自主学习和合作学习等方面提出对策建议。

"Internet Plus Teaching"is an important path for rural schools to expand quality educational resources and promote quality and balanced development of education.In this regard,whether rural teachers have the competency of"Internet Plus Teaching'is the key to ensuring the improvement of teaching quality.Based on the competency theory and using the behavioral event interview method,this study constructs a model of rural teachers'"Internet Plus Teaching"competency and forms four major clusters of compe-tency characteristics,including"Internet Plus Teaching"technology/knowledge mastery and application,"Internet Plus Teaching"or-ganization and evaluation,and"Internet Plus Teaching"internal drive,and"Internet Plus Teaching"ttude and motivation.On this basis,a questionnaire survey of rural teachers in three central and western provinces was conducted.The study found that rural teac hers'competence in"Internet Plus Teaching"is still facing many problems,including insufficient internal motivation for"Internet Plus Teaching"and lttle independent exploration;weaknesses in developing teaching resources and organizing teaching;insufficient efforts to organize and evaluate"Internet Plus Teaching"and limited application of"Internet Plus Teaching"knowledge and technology.As a result,the study proposes countermeasures in terms of improv ing policies and management mechanisms,conducting targeted training,promoting resource input and sharing,and facilitating independent and cooperative learning among rural teachers.