本文關(guān)鍵詞：技術(shù)擴(kuò)散背景下教師專業(yè)發(fā)展生態(tài)研究　出處：《華中師范大學(xué)》2017年博士論文　論文類型：學(xué)位論文

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【摘要】：任何教育教學(xué)改革措施或政策的實(shí)施,最終都需要通過教師的有效執(zhí)行才能夠取得預(yù)期的改革結(jié)果。教師因此被認(rèn)為是學(xué)校教育的第一資源,教師專業(yè)發(fā)展在整個(gè)教育乃至社會(huì)發(fā)展中的重要作用由此也得到了社會(huì)各界廣泛的認(rèn)可。進(jìn)入新世紀(jì)以來,以計(jì)算機(jī)及其網(wǎng)絡(luò)為核心的現(xiàn)代信息技術(shù)在教育教學(xué)中的廣泛應(yīng)用,在深刻改變教育的同時(shí)也為教師專業(yè)發(fā)展帶來了機(jī)遇與挑戰(zhàn)。在機(jī)遇方面,信息技術(shù)為教師專業(yè)發(fā)展提供了環(huán)境、方法、手段、方式與途徑,基于信息技術(shù)的支持,教師專業(yè)發(fā)展理念、組織形式等方面都發(fā)生深刻變化,應(yīng)用視頻案例資源開展校本培訓(xùn)、網(wǎng)絡(luò)研修與自主研修正成為傳統(tǒng)教師專業(yè)發(fā)展模式的重要補(bǔ)充。在挑戰(zhàn)方面,信息技術(shù)成為了教師學(xué)習(xí)的對(duì)象,教師必須要具備有相應(yīng)的信息化教學(xué)理念與信息化教學(xué)能力才能夠有效開展教學(xué)。因此信息技術(shù)的應(yīng)用對(duì)教師的知識(shí)結(jié)構(gòu)、能力體系以及教學(xué)觀念等方面都提出新要求。信息化環(huán)境下的教師專業(yè)發(fā)展由此成為了亟需研究的問題。就我國(guó)來說,國(guó)家制定了各種促進(jìn)信息化環(huán)境下教師專業(yè)發(fā)展的措施,各級(jí)教育管理部門組織投入大量的人力與物力開展了各種形式信息化教學(xué)能力培訓(xùn)或教師專業(yè)發(fā)展培訓(xùn)。但從結(jié)果來看,盡管這些培訓(xùn)的實(shí)施有效提高了中小學(xué)教師的專業(yè)發(fā)展水平,但與人們的預(yù)期還存在很大的差距,還有很大的發(fā)展空間,最顯著的表現(xiàn)就是中小學(xué)課堂教學(xué)還沒有得到根本性的改變,教師的信息化教學(xué)能力還沒有顯著提高。借助于社會(huì)學(xué)研究領(lǐng)域的“內(nèi)卷化”概念,我國(guó)教師專業(yè)發(fā)展也陷入了內(nèi)卷化的困境,即我國(guó)教師專業(yè)發(fā)展呈現(xiàn)出“有增長(zhǎng)無發(fā)展”的發(fā)展形態(tài)。針對(duì)于當(dāng)前的教師專業(yè)內(nèi)卷化發(fā)展困境,國(guó)內(nèi)學(xué)術(shù)界開展了大量的研究,研究的焦點(diǎn)主要集中在教師專業(yè)發(fā)展影響因素、教師專業(yè)發(fā)展模式與策略等方面。如果從導(dǎo)致教師專業(yè)內(nèi)卷化發(fā)展困境的原因來看,當(dāng)前普遍實(shí)施的集中式教師培訓(xùn)是導(dǎo)致這種內(nèi)卷化發(fā)展困境的一個(gè)重要方面。這種集中式的教師專業(yè)發(fā)展方式是以技術(shù)理性主義思想為指導(dǎo),其優(yōu)勢(shì)在于能夠在短期內(nèi)培養(yǎng)大量的教師,以滿足教師數(shù)量與質(zhì)量短缺等問題。但這種教師專業(yè)發(fā)展方式的最大不足在于把教師當(dāng)作是被培訓(xùn)的對(duì)象,強(qiáng)調(diào)要向教師傳授大量的知識(shí)與技能,進(jìn)而忽視了教師在專業(yè)發(fā)展過程中的主體性地位,導(dǎo)致教師在專業(yè)發(fā)展過程中出現(xiàn)了客體性異化。因此教師主體性專業(yè)發(fā)展成為了人們關(guān)注的問題。教師主體性專業(yè)發(fā)展的關(guān)鍵點(diǎn)在于能夠?yàn)榻處焺?chuàng)設(shè)良好的環(huán)境,以使教師在專業(yè)發(fā)展過程中能夠發(fā)揮其主體性地位。而信息技術(shù)在教師專業(yè)發(fā)展中的應(yīng)用為教師主體性的發(fā)揮提供了可能。因此,如何應(yīng)用信息技術(shù)手段來優(yōu)化教師專業(yè)發(fā)展環(huán)境,以使教師主體性能夠得到發(fā)揮,成為了一個(gè)很有價(jià)值的研究問題。針對(duì)如何應(yīng)用信息技術(shù)手段優(yōu)化教師主體性的專業(yè)發(fā)展環(huán)境,本研究從生態(tài)學(xué)的視角對(duì)其進(jìn)行研究,并將研究問題轉(zhuǎn)變?yōu)椤叭绾螒?yīng)用信息技術(shù)手段優(yōu)化教師主體性專業(yè)發(fā)展生態(tài)”。研究首先基于技術(shù)社會(huì)學(xué)理論對(duì)技術(shù)擴(kuò)散對(duì)教師專業(yè)發(fā)展環(huán)境的影響進(jìn)行研究,提出了分析教師與技術(shù)關(guān)系的理論框架,基于該框架提出了技術(shù)與教師的互利共生關(guān)系以及技術(shù)影響教師專業(yè)發(fā)展的機(jī)制。在此基礎(chǔ)之上,以人類發(fā)展生態(tài)學(xué)理論為基礎(chǔ),構(gòu)建技術(shù)環(huán)境下的教師專業(yè)發(fā)展生態(tài)理論模型,詳細(xì)分析了教師專業(yè)發(fā)展生態(tài)系統(tǒng)的內(nèi)涵特征、生態(tài)主體結(jié)構(gòu)、生態(tài)環(huán)境結(jié)構(gòu)與生態(tài)關(guān)系結(jié)構(gòu),深入探討了生態(tài)系統(tǒng)當(dāng)中部分生態(tài)因子影響教師專業(yè)發(fā)展的機(jī)制、方式與路徑。接著以該理論模型為基礎(chǔ),提出并驗(yàn)證了技術(shù)環(huán)境下的教師專業(yè)發(fā)展生態(tài)因子模型,找出生態(tài)系統(tǒng)當(dāng)中能夠影響教師專業(yè)發(fā)展的生態(tài)因子。再接著基于生態(tài)因子模型做了兩個(gè)方面的量化研究:一是對(duì)生態(tài)環(huán)境與生態(tài)因子影響教師專業(yè)發(fā)展的特征進(jìn)行分析,總結(jié)出生態(tài)環(huán)境影響教師專業(yè)發(fā)展的總體特征,以及生態(tài)因子影響教師專業(yè)發(fā)展的強(qiáng)度特征與人口學(xué)特征;二是從教師對(duì)待學(xué)習(xí)與應(yīng)用技術(shù)的價(jià)值觀念、教師技術(shù)應(yīng)用行為與技術(shù)學(xué)習(xí)行為等方面實(shí)證分析了教師面向技術(shù)環(huán)境的技術(shù)適應(yīng)特征。為了保證上述各項(xiàng)研究結(jié)果的科學(xué)性,本研究對(duì)限制性因子影響教師專業(yè)發(fā)展與教師技術(shù)適應(yīng)特征進(jìn)行案例分析,在對(duì)上述兩項(xiàng)量化研究結(jié)果進(jìn)行驗(yàn)證的基礎(chǔ)上,進(jìn)一步分析了生態(tài)因子影響教師專業(yè)發(fā)展的綜合性特征。最后,以上述各項(xiàng)理論與量化研究的結(jié)果為基礎(chǔ),提出了應(yīng)用信息技術(shù)優(yōu)化教師主體性專業(yè)發(fā)展生態(tài)的思路與策略,以回應(yīng)本研究所要解決的問題,同時(shí)也為教師專業(yè)發(fā)展研究與實(shí)踐提供參考。
[Abstract]:The implementation of any educational reform measures or policies, eventually need through effective implementation of teachers can achieve the desired results. Therefore the reform of teachers is believed to be the first resource of school education, an important role in the professional development of teachers in the education and social development in the community have been widely recognized in the new century. And the wide application of modern information technology with computer and network as the core in the education and teaching, in the profound changes in education but also for teachers' professional development has brought opportunities and challenges. In opportunities, information technology provides the environment for teachers' professional development methods, means, ways and means, the support of information technology based on the idea of teachers' professional development, organizational forms have undergone profound changes, the application of video case resources to carry out school-based training, network training and self correction. Become an important supplement to the traditional model of teacher professional development. The challenges of information technology has become the object of teacher learning, teachers must have the corresponding information teaching idea and teaching ability of information technology to carry out effective teaching. Therefore, the application of information technology on Teachers' knowledge structure, ability system and teaching idea is put forward in terms of the new requirements of teachers' professional development under the information environment has become the urgent problem. As for China, the country has developed a variety of promoting teachers' professional development under the environment of information measures, education management departments at all levels to invest a lot of manpower and resources to carry out various forms of professional development training information teaching ability training or teachers. But from the results, although the implementation of these training can effectively improve the level of the professional development of teachers in primary and middle schools, but with people's expectations There is still a big gap, there is still much room for development, the most notable is the classroom teaching in primary and secondary schools has not been a fundamental change, teachers' information teaching ability is not significantly improved. With the help of sociological research in the field of "Involution" concept, teachers' professional development in our country are in involution dilemma that is, the professional development of teachers in our country appears "development growth without development". For teachers' professional development dilemma involution of the current domestic academic circles have conducted extensive research and study focus mainly on the influence factors in the professional development of teachers, teachers' professional development mode and strategy and so on. If the cause the plight of teachers' professional involution development point of view, the current widespread implementation of centralized training of teachers is an important aspect of this dilemma leads to involution development. This type of concentration Teachers' professional development is based on the technical rationalism as guiding ideology, its advantage is to cultivate a large number of teachers in the short term, in order to meet the problem of the quantity and quality of teachers shortage. But the biggest disadvantage of this way of professional development lies in the teachers as the training object, stressed the need to impart knowledge and skills to a large number of teachers then, ignoring the subjectivity of teachers in the process of professional development, leading teachers appeared object alienation in the process of professional development. Therefore the subjectivity of teachers professional development has become a concern of the people. The key points of teachers' individual professional development is to create a good environment for the teachers, so that teachers can play the position of the subject in the process of professional development. And the application of information technology in the professional development of teachers to provide the possibility of playing the subjectivity of teachers. Therefore, how to The application of information technology to optimize the professional development of teachers, so that teachers' subjectivity can be played, has become a very valuable research for professional development environment how to use information technology to optimize teachers' subjectivity, this paper from the ecological angle of view to the study and research into problems "how to use information technology to optimize teachers' professional development ecology". Based on the research on the impact of technology diffusion on Teachers' professional development environment of social science and technology theory, puts forward the theoretical framework of the relationship between teachers and technology, puts forward the framework technology and teachers mutualism mechanism and influence the professional development of teachers based on this foundation, with the ecology of human development theory as the foundation, the construction of ecological environment for teachers' professional development theory model Type, detailed analysis of the connotation and characteristics of the system of teachers' professional development of ecology, ecological main structure, the relationship between environmental structure and ecological structure, discussed the ecological system of some ecological factors affecting mechanism of teacher professional development, mode and path. Then based on this theoretical model, proposes and validates the ecological factors of professional teacher development model under the environment, ecological factors of ecological system can influence the professional development of teachers. Then the ecological factor model based on a quantitative study of two aspects: one is the characteristics of teachers' professional development impact on the ecological environment and ecological factors were analyzed, summed up the general characteristics of the ecological environment for the teacher professional development, and ecological factors affecting teachers' professional development strength characteristics and demographic characteristics; two is the values towards learning and application of technology from the teacher's teaching. In terms of teacher behavior of technology and technology learning behavior analysis technology for teachers to adapt to the environment and technology characteristics. In order to ensure the scientific research results, the characteristics of school teachers' professional development and adapt to the impact of technology on the restrictive factors in this study were verified in case analysis, based on the above two quantitative research results and further analysis of the comprehensive characteristics of Ecological Factors Affecting Teachers' professional development. Finally, based on the research above the theoretical and quantitative basis for the results, and puts forward some ideas and Strategies of teachers' professional development of the main body of ecological information technology optimization, in response to the research problem, but also provide a reference for teachers' development research and practice of professional.

【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2017
【分類號(hào)】：G451
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本文編號(hào)：1359792