【摘要】 教师队伍建设是发展教育信息化的基本保障。促进信息技术与教育教学的深度融合、提升教师的信息技术应用能力,是推动学校教育信息化发展的基本手段。然而,国内外颁布和实施的教师信息技术应用能力标准及推进机制更多的是面向教师大众,对处于不同发展水平教师的评估和指导缺乏有效性和针对性。本研究基于IPO理论框架,探索影响教师信息技术应用能力发展各要素之间的关系,并构建了教师信息技术应用能力发展分析模型,即ICT-TPE适应性模型。基于所构建的模型,本研究对X市三个圈层教师的信息技术应用能力进行分析,包括整体定位X市教师信息技术应用能力的发展阶段,分析各阶段教师信息技术应用能力的发展现状、问题、主要影响因素及发展路径等,并提出对X市教师信息技术应用能力提升的建议。更多还原

【Abstract】 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 IPO 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.更多还原