【摘要】：隨著我國(guó)教育事業(yè)的迅速成長(zhǎng),《國(guó)家中長(zhǎng)期教育改革和發(fā)展規(guī)劃綱要(2010～2020年)》中明確指出要以農(nóng)村教師為重點(diǎn),提升中小學(xué)教師師資隊(duì)伍的整體素質(zhì)建設(shè)。隨著教育信息化的大力推進(jìn),利用信息化手段,通過(guò)遠(yuǎn)程培訓(xùn)可以有效解決農(nóng)村中小學(xué)教師的繼續(xù)教育問(wèn)題,提高農(nóng)村中小學(xué)教師自身知識(shí)素養(yǎng)和教學(xué)水平,使得農(nóng)村地區(qū)教育質(zhì)量得到提升,縮小城鄉(xiāng)差距,促進(jìn)教育均衡發(fā)展。通過(guò)大量文獻(xiàn)的閱讀和總結(jié),發(fā)現(xiàn)在遠(yuǎn)程學(xué)習(xí)中交互是影響遠(yuǎn)程教育培訓(xùn)效果的關(guān)鍵因素。但是遠(yuǎn)程學(xué)習(xí)中的交互種類繁多,為進(jìn)一步探究遠(yuǎn)程學(xué)習(xí)中對(duì)學(xué)習(xí)績(jī)效影響較大的交互行為,以吉林省部分農(nóng)村(長(zhǎng)春市周邊農(nóng)村為重點(diǎn))的中小學(xué)教師為研究對(duì)象,全國(guó)中小學(xué)教師網(wǎng)絡(luò)研修平臺(tái)中“國(guó)培計(jì)劃”吉林省中小學(xué)教師信息技術(shù)應(yīng)用能力提升項(xiàng)目和長(zhǎng)春市中小學(xué)教師遠(yuǎn)程培訓(xùn)網(wǎng)站為研究平臺(tái)。根據(jù)穆?tīng)?Moore)理論、資源使用頻率和學(xué)習(xí)者參與模式對(duì)農(nóng)村中小學(xué)教師遠(yuǎn)程學(xué)習(xí)中的交互類型重新分類；根據(jù)在培訓(xùn)平臺(tái)中所收集到的數(shù)據(jù),運(yùn)用統(tǒng)計(jì)學(xué)方法的相關(guān)分析與多元回歸分析分析學(xué)習(xí)交互與學(xué)習(xí)績(jī)效的關(guān)系,運(yùn)用學(xué)習(xí)分析的社會(huì)網(wǎng)絡(luò)分析對(duì)學(xué)習(xí)者在討論區(qū)的參與程度進(jìn)行分析。最后,探究并分析總結(jié)對(duì)農(nóng)村中小學(xué)教師遠(yuǎn)程學(xué)習(xí)績(jī)效產(chǎn)生不同程度影響的遠(yuǎn)程學(xué)習(xí)交互類型。
[Abstract]:With the rapid growth of education in China, it is pointed out in the outline of the National medium-and long-term Educational Reform and Development Plan (2010-2020) that it is necessary to focus on rural teachers and promote the overall quality construction of teachers in primary and secondary schools. With the development of educational informatization, we can effectively solve the continuing education problem of rural primary and middle school teachers by means of distance training, and improve their own knowledge literacy and teaching level. Improve the quality of education in rural areas, reduce the gap between urban and rural areas, promote balanced development of education. Through reading and summarizing a large number of documents, it is found that interaction is the key factor that affects the effect of distance education and training in distance learning. However, there are many kinds of interactions in distance learning. In order to further explore the interactive behavior of distance learning which has a great influence on learning performance, the primary and middle school teachers in Jilin Province (especially in the countryside around Changchun City) are studied. In the national network training platform for primary and secondary school teachers, the project of promoting the information technology application ability of primary and secondary school teachers in Jilin Province and the long-distance training website of primary and secondary school teachers in Changchun City are the research platform. According to Moore (Moore) theory, the frequency of resource use and learner participation model re-classifies the interaction types in distance learning of rural primary and secondary school teachers. According to the data collected in the training platform, the relationship between learning interaction and learning performance was analyzed by statistical correlation analysis and multiple regression analysis. The social network analysis of learning analysis is used to analyze the degree of learners' participation in the discussion area. Finally, this paper explores and analyzes the interactive types of distance learning, which have different influence on the performance of distance learning of rural primary and secondary school teachers.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G434;G635.1

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