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篇名 教师信息技术应用能力国际比较及提升策略
並列篇名 Influencing Factors and Promotion of Teachers’ ICT Application: Evidences from Shanghai’s TALIS 2018 Data
作者 梁茜(LIANG Xi)
中文摘要 教师信息技术能力(简称ICT能力)是信息技术推动教育变革的关键要素。经济与合作发展组织开展的教师教学国际调查(简称TALIS)呈现了教师在理解、准备和应用信息技术能力三方面的表现。基于TALIS 2018的调查数据,本研究运用方差分析和多元线性回归方法,呈现了我国教师信息技术应用能力的表现及影响因素,以寻求提升教师信息技术应用能力的可行策略。研究发现,与国际数据相比,上海教师理解和准备信息技术能力表现良好,信息技术应用能力欠缺。不同性别和学历的教师信息技术应用能力表现没有显著差异,不同教龄教师信息技术应用能力有显著差异,教龄越高的教师信息技术应用能力越强;在已有的专业发展活动中,相比阅读专业发展文献、课程研讨会、线上培训和教育专家论坛等活动,正式的资格证书或学位培训、参观考察以及加入教师专业发展学习小组等对教师信息技术应用能力的正向影响更大。本研究建议应不断深化信息技术能力培训的实践导向、促进多元主体的参与、构建系统化的信息技术能力学习路径及重视经验型教师的引导作用。
英文摘要 Teachers’ information and communication technology capacity (ICT capacity) is the key to information technology innovation in the field of education. The international instructional survey (TALIS 2018 ) conducted by the organization for economic and cooperative development (OECD) shows teachers’ ICT overall capacity in three dimensions : understanding ICT, preparing ICT, and applying ICT. Based on TALIS 2018, this study presents the basic performance and influencing factors of teachers’ ICT application ability in China by using variance analysis and multiple linear regression, to seek feasible strategies to improve teachers’ ICT application ability. It is found that compared with international data, Chinese teachers in Shanghai perform well in understanding ICT and preparing for ICT, and weak in ICT application. Among them, there is no significant difference in ICT application ability between teachers of different genders and educational backgrounds. There is a significant difference in ICT application ability between teachers of varying teaching ages, the higher the teaching age, the stronger the ICT application ability. Formal qualification or degree training, enterprise or community visit and investigation, and joining teachers, professional development learning group have a more positive influence on teachers’ ICT application ability than reading professional development literature, course seminar, online training, and education expert forum. Therefore, we should be committed to deepening the practice orientation of ICT training, promoting the participation of multiple subjects, constructing a systematic ICT learning path, and attaching importance to the guiding role of experienced teachers.
頁次 050-059
關鍵詞 ICT应用能力 TALIS 教师专业发展 ICT capacity application teacher professional development CSSCI
卷期 26:1
日期 202002
刊名 開放教育研究
出版單位 上海遠程教育集團、上海電視大學
DOI 10.13966/j. cnki. kfjyyj. 2020. 01.006