【摘要】：黨在十八大會(huì)議中作出實(shí)施創(chuàng)新驅(qū)動(dòng)發(fā)展戰(zhàn)略的重大部署,強(qiáng)調(diào)必須將創(chuàng)新擺在國(guó)家發(fā)展全局的核心位置,積極培養(yǎng)科研創(chuàng)新人才；2004年教育部頒布的《中小學(xué)教師教育技術(shù)能力標(biāo)準(zhǔn)》中指出,教育人員在“科研與發(fā)展”方面有應(yīng)用與創(chuàng)新要求,由此可見(jiàn)國(guó)家對(duì)人才科研創(chuàng)新,尤其是教師科研創(chuàng)新的重視程度。而作為信息技術(shù)教師來(lái)說(shuō),提升其科研創(chuàng)新能力既是社會(huì)的需求,又是新課程改革的必然要求；是信息技術(shù)學(xué)科教育的宗旨,同時(shí)也是實(shí)現(xiàn)自我價(jià)值的渠道之一。目前,有關(guān)基礎(chǔ)教育領(lǐng)域信息技術(shù)教師科研創(chuàng)新的研究多止步于定性分析,且尚未得到重視。因此,研究中小學(xué)信息技術(shù)教師科研創(chuàng)新能力影響因素模型與支撐環(huán)境的構(gòu)建,對(duì)培養(yǎng)教師的科研創(chuàng)新能力有著重要的理論和實(shí)踐意義。本研究首先采用文獻(xiàn)研究法對(duì)教師科研創(chuàng)新能力影響因素相關(guān)文獻(xiàn)進(jìn)行內(nèi)容分析,梳理出中小學(xué)信息技術(shù)教師科研創(chuàng)新能力影響因素,結(jié)合訪談法對(duì)15名教師進(jìn)行開(kāi)放式訪談,對(duì)擬定的影響因素進(jìn)行完善和修訂,最終確定了中小學(xué)信息技術(shù)教師科研創(chuàng)新能力的6個(gè)影響因素,分別為智力、專(zhuān)業(yè)知能、科研知能、情感意志、認(rèn)知風(fēng)格、科研意識(shí)和興趣動(dòng)機(jī)。其次,采用結(jié)構(gòu)方程(SEM)建模流程進(jìn)行影響因素結(jié)構(gòu)關(guān)系模型建構(gòu)。其中,為保證步驟2路徑關(guān)系假設(shè)科學(xué)合理,選用解釋結(jié)構(gòu)模型法(ISM),根據(jù)離散數(shù)學(xué)知識(shí)和圖形理論,計(jì)算出鄰接矩陣和可達(dá)矩陣,分析6因素之間的層級(jí)關(guān)系進(jìn)而確定假設(shè)路徑；后經(jīng)數(shù)據(jù)處理、模型估計(jì)、擬合度評(píng)估等步驟,最終得出影響因素關(guān)系結(jié)構(gòu)模型。在分析影響因素關(guān)系模型內(nèi)在聯(lián)系的基礎(chǔ)上,提煉核心影響因素,從情感意志、智力、知識(shí)技能和興趣動(dòng)機(jī)四方面提出中小學(xué)信息技術(shù)教師科研創(chuàng)新能力培養(yǎng)策略。分析Moodle平臺(tái)與中小學(xué)信息技術(shù)教育教師科研創(chuàng)新能力培養(yǎng)環(huán)境構(gòu)建的適切性,并提出Moodle平臺(tái)的設(shè)計(jì)策略。在策略的指導(dǎo)下進(jìn)行平臺(tái)模塊、資源的設(shè)計(jì)和活動(dòng)的實(shí)施,并進(jìn)行階段性評(píng)價(jià)。本研究的結(jié)論是：(1)通過(guò)結(jié)構(gòu)方程建模流程,最終得出中小學(xué)信息技術(shù)教師科研創(chuàng)新能力影響因素結(jié)構(gòu)關(guān)系模型。從模型整體層級(jí)來(lái)看,情感意志是影響中小學(xué)信息技術(shù)教師科研創(chuàng)新能力的根本因素,對(duì)智力、認(rèn)知風(fēng)格和興趣動(dòng)機(jī)有正向直接影響,而專(zhuān)業(yè)知能和科研知能直接影響教師的科研創(chuàng)新能力。從模型層級(jí)之間關(guān)系來(lái)看,在一二層級(jí)之間,情感意志對(duì)智力、認(rèn)知風(fēng)格、興趣動(dòng)機(jī)都產(chǎn)生正向顯著影響,其中對(duì)智力的影響差異較顯著,認(rèn)知風(fēng)格、興趣動(dòng)機(jī)影響次之；在第二、第三層級(jí)之間,智力、認(rèn)知風(fēng)格和興趣動(dòng)機(jī)都能夠?qū)?zhuān)業(yè)知能產(chǎn)生正向影響,其中智力表現(xiàn)出的差異性最顯著。認(rèn)知風(fēng)格對(duì)科研知能無(wú)正向影響。(2)基于模型,本研究從情感意志、智力、知識(shí)技能和興趣動(dòng)機(jī)四方面提出中小學(xué)信息技術(shù)教師科研創(chuàng)新能力宏觀培養(yǎng)策略：即加強(qiáng)意志修養(yǎng),培養(yǎng)積極心態(tài)；利用創(chuàng)新思維方法培養(yǎng)創(chuàng)造性思維；理論實(shí)踐相結(jié)合,關(guān)注交叉學(xué)科；以交流的方式提升興趣動(dòng)機(jī)。(3)搭建基于Moodle的中小學(xué)信息技術(shù)教師科研創(chuàng)新能力培養(yǎng)平臺(tái),上傳學(xué)習(xí)資源,組織活動(dòng)進(jìn)行學(xué)習(xí),階段性調(diào)查可知從活動(dòng)效果分析來(lái)說(shuō),資源和活動(dòng)能夠培養(yǎng)教師科研創(chuàng)新的興趣動(dòng)機(jī)、知識(shí)儲(chǔ)備,實(shí)踐技能、創(chuàng)造性思維和情感意志都得到鍛煉,教師思考問(wèn)題的角度更加廣泛深入,自學(xué)能力增強(qiáng),有一定的效果；從用戶(hù)體驗(yàn)來(lái)說(shuō),平臺(tái)功能能夠基本滿(mǎn)足信息技術(shù)教師科研需求。
[Abstract]:In the 18th National Congress of the CPC, the CPC made a major plan to implement the strategy of innovation-driven development, emphasizing that innovation must be placed at the core of the overall national development and actively cultivate innovative talents in scientific research. In 2004, the Ministry of Education promulgated the Educational Technology Competence Standard for Primary and Secondary School Teachers, which pointed out that educators have applications in "scientific research and development" With the requirements of innovation, it can be seen that the state attaches great importance to the scientific research and innovation of talents, especially teachers. As information technology teachers, to enhance their scientific research and innovation ability is not only the social demand, but also the inevitable requirement of the new curriculum reform; it is the purpose of information technology education, but also the channel to realize self-worth. At present, the research on IT teachers'scientific research innovation in the field of elementary education mostly focuses on qualitative analysis and has not been paid much attention to. Firstly, this study uses the method of literature research to analyze the related literature on the factors influencing teachers'scientific research and innovation ability, combs out the influencing factors of IT teachers' scientific research and innovation ability in primary and secondary schools, carries out open-ended interviews with 15 teachers, improves and revises the influencing factors, and finally determines the credibility of primary and secondary schools. The six influencing factors of IT teachers'scientific research innovation ability are intelligence, professional knowledge, scientific research knowledge, emotional will, cognitive style, scientific research consciousness and interest motivation. Secondly, the structural relationship model of influencing factors is constructed by using the structural equation (SEM) modeling process. In order to ensure the scientific and reasonable path relationship of step 2, the solution is selected. Interpretation Structural Model (ISM), according to discrete mathematical knowledge and graphics theory, calculates adjacency matrix and reachability matrix, analyzes the hierarchical relationship between the six factors and then determines the hypothetical path; after data processing, model estimation, fitness evaluation and other steps, finally comes to the influencing factor relationship structure model. On the basis of the connection, this paper refines the core influencing factors, and puts forward the strategies for cultivating the scientific research innovation ability of IT teachers in primary and secondary schools from four aspects: emotional will, intelligence, knowledge, skills and interest motivation. The conclusions of this study are as follows: (1) Through the process of structural equation modeling, the structural relationship model of the influencing factors of IT teachers'scientific research and innovation ability in primary and secondary schools is finally obtained. It is the fundamental factor affecting the scientific research and innovation ability of IT teachers in primary and secondary schools. It has a positive and direct impact on intelligence, cognitive style and interest motivation, while professional knowledge and scientific research knowledge have a direct impact on teachers'scientific research and innovation ability. Machinery has a significant positive impact on intelligence, and cognitive style and interest motivation have a significant impact on intelligence, followed by cognitive style; between the second and third levels, intelligence, cognitive style and interest motivation can have a positive impact on professional knowledge and ability, of which intelligence shows the most significant difference. (2) Based on the model, this study puts forward the macro-cultivation strategies of IT teachers'scientific research innovation ability in primary and secondary schools from four aspects: strengthening the will cultivation and cultivating positive mentality; using innovative thinking methods to cultivate creative thinking; combining theory with practice, paying attention to interdisciplinary; Interest motivation can be enhanced by means of communication. (3) Build a Moodle-based platform for primary and secondary IT teachers to cultivate their scientific research innovation ability, upload learning resources, organize activities for learning, and periodic survey shows that resources and activities can cultivate teachers'interest motivation, knowledge reserve, practical skills and creativity in scientific research innovation. Creative thinking and emotional will have been exercised, teachers'perspective of thinking more extensive and in-depth, self-learning ability has been enhanced, and has a certain effect; from the user experience, the platform function can basically meet the needs of information technology teachers for scientific research.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.67

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