發(fā)布時(shí)間：2018-01-03 22:25

  本文關(guān)鍵詞：中學(xué)化學(xué)教師ICT應(yīng)用能力對(duì)教學(xué)交互有效性的影響研究　出處：《華中師范大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 中學(xué)化學(xué) 教師ICT應(yīng)用能力 教學(xué)交互有效性 影響

【摘要】：現(xiàn)代教育技術(shù)的快速發(fā)展,推動(dòng)著課堂教學(xué)交互形式和內(nèi)容發(fā)生潛移默化的改變。但是不難發(fā)現(xiàn),課堂教學(xué)低效交互的現(xiàn)象依然存在。有關(guān)影響信息技術(shù)課堂教學(xué)交互有效性的研究表明教師是重要的影響因素之一,進(jìn)一步對(duì)教師因素進(jìn)行細(xì)化,研究教師ICT(信息交流技術(shù),以下簡(jiǎn)稱ICT)應(yīng)用能力對(duì)教學(xué)交互作用的影響,以期提高教學(xué)交互有效性。本論文的研究問(wèn)題如下：(1)中學(xué)化學(xué)教師ICT應(yīng)用能力內(nèi)涵、結(jié)構(gòu)如何?(2)教學(xué)交互的內(nèi)涵如何?(3)中學(xué)化學(xué)教師ICT應(yīng)用能力的現(xiàn)狀如何?人口學(xué)背景因素差異如何?(4)中學(xué)化學(xué)教學(xué)交互現(xiàn)狀如何?人口學(xué)背景因素差異如何?(5)中學(xué)化學(xué)教師ICT應(yīng)用能力對(duì)教學(xué)交互有效性的影響是怎樣的?本論文由五個(gè)部分組成。第一部分為緒論,闡述問(wèn)題的提出、研究意義、研究?jī)?nèi)容、研究設(shè)計(jì)與方法。第二部分是文獻(xiàn)綜述,解釋本文研究中所涉及到的核心概念“教師ICT應(yīng)用能力”“教學(xué)交互有效性”等等；比較分析國(guó)內(nèi)外研究有關(guān)“教師ICT應(yīng)用能力”“教學(xué)交互有效性”的發(fā)展現(xiàn)狀。第三部分是中學(xué)化學(xué)教師ICT應(yīng)用能力對(duì)教學(xué)交互有效性的影響調(diào)查研究,對(duì)調(diào)查問(wèn)卷的編制、試測(cè)、正式發(fā)放與回收情況進(jìn)行說(shuō)明：對(duì)中學(xué)化學(xué)教師ICT應(yīng)用能力和教學(xué)交互有效性的現(xiàn)狀進(jìn)行統(tǒng)計(jì)分析,從教師信息素養(yǎng)、設(shè)計(jì)與準(zhǔn)備、組織與管理、評(píng)估與診斷以及交流與學(xué)習(xí)5個(gè)維度描述中學(xué)化學(xué)教師ICT應(yīng)用能力的狀況,并進(jìn)行人口學(xué)背景差異檢驗(yàn)；教學(xué)過(guò)程中學(xué)生參與度和發(fā)展度對(duì)教學(xué)交互有效性的狀況進(jìn)行描述,并進(jìn)行人口學(xué)背景差異檢驗(yàn)；對(duì)中學(xué)化學(xué)教師ICT應(yīng)用能力、教學(xué)交互有效性的各維度和整體之間進(jìn)行相關(guān)性分析,然后通過(guò)路徑分析驗(yàn)證假設(shè)模型,檢驗(yàn)兩者之間具體的影響路徑。第四部分是中學(xué)化學(xué)教師ICT應(yīng)用能力對(duì)教學(xué)交互有效性影響的案例研究,選擇兩位老師相同課題作為觀測(cè)案例,比較分析兩位老師的ICT應(yīng)用能力和教學(xué)交互過(guò)程的差異狀況。第五部分主要論述本研究的結(jié)論與啟示、創(chuàng)新與不足、反思與展望。本論文的研究結(jié)論如下：(1)中學(xué)化學(xué)教師ICT整體發(fā)展一般,其中教師信息素養(yǎng)能力和交流與學(xué)習(xí)能力發(fā)展較好,組織與管理能力處于中等水平,設(shè)計(jì)與準(zhǔn)備能力和診斷與評(píng)估能力發(fā)展較差。中學(xué)化學(xué)教師ICT應(yīng)用能力在性別和教齡上有顯著性差異,其中男性教師顯著高于女性教師,教齡10年以上的教師顯著高于教齡小于3年的教師。在地域、學(xué)校級(jí)別和學(xué)歷上中學(xué)化學(xué)教師ICT應(yīng)用能力不存在顯著性差異。(2)中學(xué)化學(xué)課堂教學(xué)交互狀況良好,其中學(xué)生參與課堂交互狀況較好,學(xué)生在教學(xué)交互過(guò)程中的發(fā)展度相對(duì)較差。在教師性別、地域、學(xué)校級(jí)別、學(xué)歷以及教齡上教學(xué)交互有效性整體上有顯著差異,其中男性教師顯著高于女性教師、省會(huì)城市教師顯著高于地級(jí)市和縣級(jí)市教師,省級(jí)重點(diǎn)學(xué)校教師顯著高于普通中學(xué)教師,碩士學(xué)歷教師顯著高于本科學(xué)歷教師,教齡10年以上的教師顯著高于教齡小于3年的教師。(3)教師ICT應(yīng)用能力的各維度和整體與教學(xué)交互有效性的各維度和整體之間存在顯著正相關(guān)。教師的設(shè)計(jì)與準(zhǔn)備、診斷與評(píng)估和交流與學(xué)習(xí)三個(gè)外因變量對(duì)內(nèi)因變量參與度存在顯著影響,其中診斷與評(píng)估對(duì)參與度的影響最大。教師信息素養(yǎng)、設(shè)計(jì)與準(zhǔn)備、組織與管理和診斷與評(píng)估四個(gè)外因變量對(duì)內(nèi)因變量發(fā)展度存在顯著影響,其中設(shè)計(jì)與準(zhǔn)備和診斷與評(píng)估對(duì)發(fā)展度的影響較大。本研究為提升教學(xué)交互有效性的研究提供了方向與思路,具體到教師ICT應(yīng)用能力對(duì)教學(xué)交互過(guò)程和結(jié)果的影響,建議對(duì)教師信息化技能培訓(xùn)的內(nèi)容更加注重診斷與評(píng)估能力的提升,教學(xué)過(guò)程中采用多樣化的交互形式,整體提升教學(xué)交互有效性。
[Abstract]:The rapid development of modern educational technology, promote the classroom teaching interactive form and content of the subtle change. But it is not difficult to find, the classroom teaching inefficient interaction still exists. The influence of information technology classroom interactive teaching effectiveness research shows that teachers are one of the important factors, and further refinement of teachers, teachers of ICT (information and communication technology, hereinafter referred to as ICT) affect the ability of application of interaction teaching, in order to improve the teaching effectiveness. The research question of this thesis are as follows: (1) the connotation of the middle school chemistry teacher ICT application ability structure? (2) how the connotation of the teaching interaction? (3) how to present ICT applications the ability of middle school chemistry teacher? How different demographic factors? (4) how the status of chemical interaction in teaching middle school? How different demographic factors? (5) ICT application of high school chemistry teachers The ability of teaching effect of effective interaction is what kind of? This paper consists of five parts. The first part is the introduction, it elaborates the question, research significance, research content, research design and methods. The second part is the literature review, this paper explains the research involved in the core concept of "teacher ICT applications" "teaching effectiveness" and so on; a comparative analysis of domestic and foreign research on "teachers' ICT application ability" and "teaching effectiveness" of the status quo. The third part is the ICT application ability of middle school chemistry teachers on the teaching of effective interaction influence research, preparation of the questionnaire test, formally issued instructions and recovery: for high school chemistry teachers' ICT application ability and teaching effectiveness of interactive situation for statistical analysis, from the teachers' information literacy, design and preparation, organization and management, assessment and diagnosis and The 5 dimensions of communication and learning to describe the ICT application ability of middle school chemistry teacher status, and examined demographic differences; process of teaching students participation and development of interactive teaching effectiveness of the situation described, and tested the demographic differences of middle school chemistry teachers; ICT application ability, teaching interaction between the various dimensions of effective and the overall correlation analysis and path analysis to verify the hypothesis model, the specific effects of path testing between the two. The fourth part is the case study of ICT application ability in the middle school chemistry teacher interaction is effective influence on teaching, choose two teachers of the same topic as the observation case, the difference of ICT application ability and the process of teaching interaction two the teacher's analysis. The fifth part mainly discusses the conclusion and Enlightenment of this research, innovation and shortcomings, reflection and Prospect of this paper. The research conclusions are as follows: (1) middle school chemistry teacher ICT overall development, the teachers' information literacy and communication and learning ability is better, the ability of organizing and managing in the middle level, the design and preparation of the diagnosis and evaluation of development ability and ability is poor. The middle school chemistry teacher ICT application ability have significant differences in gender and age among them, male teachers higher than female teachers, the teachers who have taught more than 10 years significantly higher than those of less than 3 years of teachers. In the region, school level and degree of high school chemistry teachers' ICT application ability. There are no significant differences (2) chemistry classroom teaching interaction status of middle school students to participate in classroom interaction, which in good condition, students in the process of teaching interaction in the relatively poor degree. In Teachers' gender, regional, school level, education and teaching on the teaching effectiveness of the overall interaction have significant differences, The male teachers are significantly higher than that of female teachers, the provincial capital city teachers were significantly higher than the county level and provincial key teachers, school teachers were significantly higher than that of ordinary high school teachers, master's degree teacher is higher than undergraduate education teachers, the teachers who have taught more than 10 years was significantly higher than that in less than 3 years of age to teach teachers. (3) the application ability of the teachers ICT the overall dimensions and interaction between teaching and effective of all dimensions and overall there is a significant positive correlation. The design and preparation of teachers, diagnosis and assessment and communication and learning three external variables on the internal variables of participation has a significant impact, including the diagnosis and evaluation of effect of participation. The teachers' information literacy, design and preparation. Organization and management and the diagnosis and evaluation of the four exogenous variables have significant influence on the development of internal variables, the design and preparation and diagnosis and to assess the impact on the development of a Great. This study provides direction and ideas for the research on the effectiveness of interactive teaching to improve the teachers, to the impact of specific ICT application ability in the process of teaching interaction and the results, suggestions for teachers' information skills training content pays more attention to the diagnosis and evaluation of ability, using a variety of forms of interaction in the teaching process, to enhance the overall teaching effective interaction.

【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G434;G633.8

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