2010年,《國家中長期教育改革和發(fā)展規(guī)劃綱要（2010-2020年）》指出信息技術(shù)對教育發(fā)展具有革命性的影響,而外語教學則更需要信息技術(shù)的保障。這就要求英語教師具備較強的信息素養(yǎng)。張佳楠（2018）指出,國內(nèi)外諸多學者已經(jīng)展開教師信息素養(yǎng)的相關(guān)研究,但其大部分研究對象指向大學教師,針對高中英語教師信息素養(yǎng)的研究相對較少。除此之外,鮮有研究從生態(tài)學視角對教師信息素養(yǎng)進行分析與研究。本文結(jié)合生態(tài)學視角對高中英語教師的信息素養(yǎng)發(fā)展情況展開調(diào)查,將為今后研究英語教師信息素養(yǎng)提供實證依據(jù)。本研究以來自包頭市三種不同水平高中的103名英語教師為研究對象,通過問卷和訪談收集數(shù)據(jù),旨在回答如下三個問題:1.高中英語教師信息素養(yǎng)整體現(xiàn)狀如何?2.影響高中英語教師信息素養(yǎng)的因素有哪些?3.高中英語教師運用哪些途徑發(fā)展其信息素養(yǎng)?并運用SPSS 25.0對問卷數(shù)據(jù)進行了分析。從三種不同水平高中各抽取兩名共6名英語教師實施了訪談,并對訪談數(shù)據(jù)進行了詳細分析。研究結(jié)果表明:1.高中英語教師整體信息素養(yǎng)水平較低,其總體均值為3.76。其中,信息技術(shù)教學意識較高（M=3.95）,而信息技術(shù)教學知識和能力較低（M=... 

【文章來源】：內(nèi)蒙古師范大學內(nèi)蒙古自治區(qū)

【文章頁數(shù)】：86 頁

【學位級別】：碩士

【文章目錄】：
中文摘要
ABSTRACT
Abbreviations
Chapter Ⅰ Introduction
    1.1 Background of the Research
    1.2 Purpose and Significance of the Study
    1.3 Overall Structure of the thesis
Chapter Ⅱ Literature Review
    2.1 Definition of Key Terms
        2.1.1 Definition of Information Literacy
        2.1.2 Definition of Teachers’Information Literacy
        2.1.3 Definition of English Teachers’Information Literacy
    2.2 Theoretical Foundations
        2.2.1 TPACK Model
        2.2.2 Ecological Theory
    2.3 Relevant Studies about Teachers’Information Literacy Abroadand at Home
        2.3.1 Relevant Researches about Teachers’Information LiteracyAbroad
        2.3.2 Relevant Researches about Teachers’Information Literacyat Home
Chapter Ⅲ Research Methodology
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Interview
    3.4 Research Procedures
Chapter Ⅳ Results and Discussions
    4.1 The Current Situation of Senior High School English Teachers’Information Literacy
        4.1.1 Current Situation of English Teachers’Information literacyof Senior High Schools with High Level
        4.1.2 Current Situation of English Teachers’Information literacyof Senior High Schools with Medium Level
        4.1.3 Current Situation of English Teachers’Information Literacyof Senior High Schools with Low Level
        4.1.4 Comparison of English Teachers’Information Literacy ofSenior High Schools with Different Levels
        4.1.5 Summary of Current Situation of Senior High EnglishTeachers’Information Literacy
    4.2 Factors Influencing Senior High School English Teachers’Information Literacy
        4.2.1 Factors Influencing English Teachers’Information Literacyof Senior High Schools with High Level
        4.2.2 Factors Influencing English Teachers’Information Literacyof Senior High Schools with Medium Level
        4.2.3 Factors Influencing English Teachers’Information Literacyof Senior High Schools with Low Level
        4.2.4 Summary of Factors Influencing Senior High EnglishTeachers’Information Literacy
    4.3 Approaches that Senior High School English Teachers Use toDevelop Information literacy
Chapter Ⅴ Conclusions
    5.1 Major Findings
    5.2 Implications for Improving Senior High English Teachers’Information Literacy
    5.3 Limitations of the Study and Suggestions for the FutureResearch
References
Appendix I Questionnaire
Appendix Ⅱ Interview Outline
Acknowledgements



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