摘要
信息技术的快速发展为教育事业注入了更多活力,师范生也因此面临着更大挑战。为了对师范生教育技术能力测评提供理论依据与实践指导,首先参照现有标准及研究成果,依托TPACK理论对师范生的教育技术能力进行新的架构;然后经过专家咨询,建立师范生教育技术能力指标,包括5个一级指标(意识与责任、知识与技能、设计与开发、应用与评价、科研与发展)、15个二级指标和30个三级指标;最后采用G1法(序关系分析法)确定各项指标的权重,将定性问题转化为定量问题,从而构建出一套相对科学、全面、可测的师范生教育技术能力评价指标体系。
The rapid development of information technology has injected more vitality into the cause of education,and normal university students are facing greater challenges.In order to provide theoretical basis and practical guidance for the assessment of normal university students’educational technology competence,the present study firstly builds a new framework for the educational technology competence of normal university students referring to the existing standards and research results and TPACK theory;Then,after consulting experts,the indicators used to assess education technology competence of normal university students are established,including 5 first-level indicators(awareness and responsibility,knowledge and skills,design and development,application and evaluation,scientific research and development),15 second-level indicators and 30 third-level indicators;Finally,the G1 method(Rank Correlation Analysis method)is used to determine the weight of each indicator,and the qualitative problem is transformed into a quantitative problem,so as to construct a relatively scientific,comprehensive and measurable evaluation indicator system for the educational technology competence of normal university students.
作者
吴成龙
黄斌
Wu Chenglong;Huang Bin(School of Education,China West Normal University,Nanchong 637009,Sichuan,China)
出处
《梧州学院学报》
2023年第4期103-110,共8页
Journal of Wuzhou University
基金
南充市社会科学研究“十四五”规划2022年度青年项目(NC22C426)
西华师范大学2022年校级创新训练项目(cxcy2022148)。
关键词
TPACK
师范生
教育技术能力
评价指标体系
TPACK
Normal University Students
Educational Technology Competence
Evaluation Indicator System
