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篇名
教师信息技术应用能力发展模型及实现路径
並列篇名
Teachers' ICT Competency Development Analysis Model and Its Application
作者 孔晶趙建華
英文摘要
Teachers' professional development is a basic guarantee in the construction process of ICT in Education construction. Enhancing teachers' ICT competency, promoting the integration of ICT and education are the basic means to develop ICT in school education. But the series of standards and promoting mechanisms at home and abroad are mostly for all teachers, lacking of effectiveness and relevance for teachers of different development levels. This research mainly uses content analysis method, archival research, questionnaire, deep interview and other research methods to analyze teachers' ICT competency. It focuses on the development stages of school education information, the development stages of teachers ' ICT competency, key characteristics in each stage, influencing factors, and the main development path of teacher's ICT, establishes the relationships among various elements of teachers' ICT competency based on !PO framework, and constructeds teachers' ICT competency analysis model, called ICT-TPE model. ICT-TPE model can be used to analyze teachers' ICT competency. This research takes teachers in X city as an example, and aims to analyze teachers' ICT competency development in X city by using the ICT-TPE model. It selects teachers from 217 schools ( 30% teachers in each school) , 6 zones, 3 regions in X city to do a questionnaire survey, and 12 teachers from 5 schools, 3 regions in X city for deep interviews. This research locates the stages of teachers ' ICT competency development, analyzes the state of different development contents in each stage , finds the main problems in each stage , points out the main factors and the development approach in each stage, and also, provides some advices about teachers' ICT competency development for X city. The findings of this research are : ( 1 ) Teachers' ICT competency has several dimensions, namely "Understanding ICT in Education, Curriculum Design, ICT, Pedagogy, Organization and Administration , Teacher Professional Learning" . ( 2) Teachers' ICT competency development is an ongoing process and has some stages , namely "Technology Literacy, Knowledge Acquisition, Knowledge Deepening and Knowledge Creation". ( 3) Different factors affect the development of teachers' ICT competency in different stages. Training, Practice and Exploration are three main methods to develop teachers' ICT competency. Training is the main development path from technology literacy to knowledge acquisition. Practice is the main development way from knowledge acquisition to knowledge deepening. Exploration is the main development way from knowledge deepening to knowledge creation. ( 4 ) ICT and Pedagogy are important indicators to analyze teachers' ICT competency. The keywords of ICT in teachers ' ICT competency development stages are "basic tools, interactive tools, complex tools, creative tools" respectively. The keywords of pedagogy in teachers' ICT competency development stages are "technology awareness, integrate technology, complex problem solving, selF management" respectively.
起訖頁 087-095
關鍵詞 教育信息化信息技术应用能力教师专业发展适应性模型JCT in EducationICT Competencyteacher professional developmentadaptive model
刊名 開放教育研究  
期數 201706 (23:3期)
出版單位 上海遠程教育集團;上海電視大學
DOI 10.13966/j.cnki.kfjyyj.2017.03.010  複製DOI
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