我国小学科学教师课堂教学的信息技术使用广度与影响因素研究——基于31个省(自治区、直辖市)的大规模调查

Research on the Use of ICT and Its Influencing Factors in Primary School Science Teachers’Teaching in China:an Analysis Based on a Large-scale Survey of 31 Provinces(Autonomous Regions,Municipalities Directly under the Central Government)

小学科学教师的信息技术使用关系到数字化创新及科技后备人才的培养,作为职业素养的组成部分,必然受到多因素影响。基于全国31个省(自治区、直辖市)的13.1万份问卷调查数据,系统探讨我国小学科学教师信息技术的使用广度及其影响因素。研究发现,我国小学科学教师的信息技术使用广度较弱,显著受个体特征(性别、年龄、学历、专业)、从教经历(科学课专兼任、教龄、科学课教龄)、从教资本(教资拥有、教资获得、聘用方式、职称级别)和学校区域(地理分布、学校类型)的影响,而教师知识信念、教学实践和专业发展支持影响不明显,且国家教育信息化政策显著改善乡村教师的使用广度。建议开展核心素养导向的信息技术能力培训、探索信息技术服务学科教学的有效策略和构建技术驱动教学创新的协同发展机制,以此提升教师信息技术素养。

The utilization of information and communication technologies(ICTs)by primary school science teachers is linked to digital innovation and the development of science and technology talents.As a component of professional competence,it is subject to influence from various factors.Based on a survey of 131,000 questionnaires from 31 provinces(autonomous regions,municipalities directly under the central government),this study systematically explores the breadth of ICTs use among primary school science teachers in China and its influencing factors.The study reveals that the use of ICTs among primary school science teachers is limited and significantly influenced by individual characteristics(such as gender,age,educational background,and major),teaching experience(including full-time or part-time science teaching,years of overall teaching experience,and years of science teaching experience),teaching credentials(such as get teacher qualification certificate,the obtaining way of the teacher’s qualification certificate,type of teacher employment,teachers professional titles),and school location(geographical distribution and types of schools).However,teachers’knowledge,beliefs,teaching practices,and professional development support do not significantly affect ICT usage among primary school science teachers.Additionally,national education information policies have notably improved ICT utilization among rural teachers.It is suggested to conduct training focused on core ICT competencies,explore effective strategies for integrating ICTs into discipline-specific teaching,and establish a collaborative mechanism for technology-driven teaching innovation to collectively enhance primary school teachers’ICT literacy.