摘要
教育信息化是深化教育改革、提高教育质量的关键。〔1〕现有高职教师信息化教学能力评价存在“指标体系泛化、内容模糊、未体现高职属性”问题。指标体系设计可结合教师专业发展各阶段特点,以专业发展理论和TPACK框架为指导,将“意识与责任、知识与技能、设计与实施、教学与评价”4个维度作为一级指标,依据“三个核心要素”“四部分复合内容”细分出二级指标,并对指标进行细化。评价体系的构建可为高职院校教师准入、培养和发展提供支持,形成教师成长和学校发展的良性互动格局。
Using information technology in teaching is the key to deepen education reform and improve education quality. There are some problems in the evaluation of teachers’ ability to use information technology in higher vocational colleges, such as the generalization of the index system, the fuzziness of the content and the lack of the attribute of higher vocational education. Taking the TPACK framework and the teacher’s professional development theory as guidance, we make the four dimensions of consciousness and responsibility, knowledge and skills, design and implementation, teaching and evaluation as the first-level index. Then the second-level index is make based on the three core elements and four composite elements. The evaluation index can provide corresponding support and reference for school teacher admission, teacher training and teacher professional development.
作者
姚敏
Yao Min(Jiuzhou Polytechnic,Xuzhou,Jiangsu,221116)
出处
《九江职业技术学院学报》
2020年第3期13-16,共4页
Journal of Jiujiang Vocational and Technical College
基金
2018年江苏高校哲学社会科学课题“高职教师信息化教学能力提升研究”(编号:2018SJA1036)。
关键词
高职教师
信息化教学能力
TPACK理论
评价指标体系
higher vocational teachers
information teaching ability
TPACK theory
evaluation index system
