摘要
教育信息化的深入发展推动了高校教师进行信息技术与课程深层次整合的教学实践。然而,我国高校新教师由于在求学阶段缺少师范教育和教学实践机会,普遍缺乏教学基本技能,在一定程度上会对高校教学质量造成影响,这也和当前大力提倡教师探索信息技术支持下的创新教学模式不相适应。为应对这一状况,自2013年起,上海市教委开展针对全市所有市属高校新教师的职前培训项目,其中就包括信息化教学技能的培训。基于此项培训研究通过问卷调研,从信息技术课程整合模型和技术接受度模型两个维度进行分析,了解参加培训的高校新教师对于信息化教学的接受度、信息技术课程整合能力以及参加培训的感受。结果显示,高校新教师在信息化教学的接受度和信息技术课程整合能力两方面均表现较好,并且对于信息化教学技能培训的效果也持正面态度。此外,研究还发现高校新教师的性别差异影响信息化教学的接受度,而学科背景和学历差异会影响教师的技术知识和技术教学法知识水平。此项研究的意义就在于为提高培训质量和调整培训方案提供相关依据,从而更有效地提升高校新教师信息技术应用能力。
With the growing development of educational informationalization, more and more higher education teachers focus on the teaching practice of ICT integration. However, higher education pre-service teachers in China are often lack of fundamental teaching skills, because they cannot receive teacher training or have teaching experience during their post-graduate study. This problem may affect, to some extent, the teaching and learning quality in higher education. The status quo is also incompatible with top-down encouragement of teachers＇ teaching mode innovation with ICT support. To solve this problem, Shanghai Municipal Education Commission（SHMEC） has initiated the higher education pre-service teacher training program since 2013, including the ICT integration module. This study investigated two dimensions of ICT integration competencies, Technological Pedagogical Content Knowledge（TPACK） and Technology Acceptance Model（TAM）, and conducted a questionnaire survey during this teacher training program to understand participants＇ perception of teaching with ICT, their TPACK competence and feedback on this training program. The results revealed that in general, per-service higher education teachers rated high on both ICT teaching acceptance and TPACK competence, and had positive attitude towards the effect of ICT integration module. In addition, the study shed light on the influence of gender difference on the acceptance of teaching with ICT, as well as difference of discipline and academic degree on TPACK competence. The study provides evidence for improving the quality of teacher training and adjusting the training program in the future, which, in turn, helps enhance the ICT integration competencies of pre-service higher education teachers.
出处
《现代远程教育研究》
CSSCI
2016年第3期77-83,103,共8页
Modern Distance Education Research
基金
教育部青年课题"非良构问题解决能力的图示化学习评价方法研究"(ECA140371)
关键词
教育信息化
高校教师教育
信息技术
课程整合
职前培训项目
Educational Informationalization
Higher Education Teacher Professional Development
ICT
TPACK
Pre-Service Teacher Training
