【作者】 张敏杰；

【导师】 陈梅；

【作者基本信息】 内蒙古师范大学 ， 教育技术学， 2020， 硕士

【摘要】 随着信息技术在教育领域的深入应用,教育信息化从1.0迈向2.0时代,站在新的历史起点,教育信息化的推进矛头从培养教师信息技术基本能力指向发展教师信息化教学创新能力,重点强调信息技术与学科教学的深度融合。聚焦新时代对新人才的新需求,这就需要提升教师在新环境下的信息化教学能力,而目前深入到小学科的相关研究非常少,提升西部乡镇学校小学语文教师信息化教学能力的研究更是凤毛麟角。因此,本研究在对相关研究文献分析的基础上,确定了小学语文教师信息化教学能力的构成要素,应用个案研究范式,采用目的性抽样选取了三位教龄分别为1年、4年和10年的三位鄂尔多斯市乡镇小学语文教师为研究对象,通过评析教学设计、课堂观察和深度访谈,分析个案教师在信息化教学理念、信息技术操作能力、信息化教学设计、实施、评价能力以及学习与发展方面存在的问题,确定了三位个案教师的信息化教学初始能力。针对研究对象的需求设计了技术提升、理念更新、信息化教学设计和实施进阶和知识经验输出四个阶段中小学语文教师信息化教学能力提升的一体化解决方案。基于此方案开展了三个学期的跟踪和指导,在实施策略过程中不断收集个案教师的信息化教学设计、课堂观察记录、教学反思、学生作业以及访谈等数据,通过分析数据发现个案教师的信息化教学能力发展路径呈螺旋上升趋势,个案教学的信息化教学能力会在每次策略实施过后迅速提升,在自主实践中又呈现复归现象,此时个案教师的信息化教学能力仍远高于本阶段策略实施之前,针对个案教师存在的问题和疑惑,专家进行一对一指导,使得其信息化教学能力得以二次提升。在技术提升阶段,技术专家入校指导结合网络研修,此阶段个案教师的信息技术操作能力得以提升,由于此阶段包含信息化教学评价评价工具使用的培训,个案教师的信息化教学设计能力也有所提升;在理念更新阶段,开展以案例为引领的教育技术专家讲座,结合小学语文信息化教学专家型教师讲示范课,通过具体案例和专家型教师的现身说法,解答个案教师的困惑,更新个案教师的理念;在信息化教学设计和实施进阶过程中,教育技术专家一对一指导、帮助教师磨课和多领域专家听评课相结合,个案教师在提升信息化教学设计和实施能力的同时,更新了信息化理念、教学软硬件使用和教学评价的设计和实施;在知识输出阶段,个案教师依次在在校内、联盟学校以及网络平台上分享成功教学案例、设计理念、方法、成长过程和经验,这是一个升华的过程,从最初的小学语文信息化教学新手教师彻底转变为专家型教师。笔者探究了个案教师在适应移动互联网环境下语文教学的变革及个人信息化教学能力发展的路径,总结专业发展各个阶段中的有效策略,为学科教师信息化教学能力提供可参考的案例。经过实践检验,此一体化解决方案效果显著,笔者在反思本研究不足的基础上,对后续提出了建议。更多还原

【Abstract】 With the in-depth application of information technology in the field of education,educational information technology has moved from 1.0 to 2.0 era.Standing at a new historical starting point,the promotion of educational information technology focuses on the development of teachers’ basic ability of information technology,and the development of teachers’ innovative ability of information technology teaching,with emphasis on the deep integration of information technology and subject teaching.Focusing on the new demand for new talents in the new era,it is necessary to improve the teachers’ information-based teaching ability in the new environment.At present,there are very few related researches into the small subjects,and the research on improving the information-based teaching ability of primary school Chinese teachers in western township schools is even rarer.Therefore,based on the analysis of the relevant research literature,this study determines the elements of primary school Chinese teachers’ information-based teaching ability,applies the case study paradigm,selects three primary school Chinese teachers in Ordos town with the teaching age of 1 year,4 years and 10 years as the research objects,through the evaluation of teaching design,classroom observation and in-depth interview,This paper analyzes the problems of the case teachers in the aspects of information-based teaching concept,information technology operation ability,information-based teaching design,implementation,evaluation ability and learning and development,and determines the initial ability of the three case teachers in information-based teaching.According to the needs of the research object,this paper designs an integrated solution to improve the information teaching ability of Chinese teachers in primary and secondary schools in four stages: technology upgrading,concept updating,information-based teaching design and implementation of advanced and knowledge experience output.Based on this plan,we have carried out three semesters of tracking and guidance.In the process of implementing the strategy,we have continuously collected the information-based teaching design,classroom observation records,teaching reflection,student assignments,interviews and other data of the case teachers.Through the analysis of the data,we find that the development path of the information-based teaching ability of the case teachers is spiraling upward,and the information-based teaching ability of the case teachers will rise every time After the implementation of the strategy,the teacher’s information-based teaching ability is still much higher than that before the implementation of the strategy.In view of the problems and doubts of the case teacher,the experts give one-to-one guidance,so that their information-based teaching ability can be improved twice.In the stage of technology upgrading,technical experts enter the school for guidance combined with network research and training.In this stage,the information technology operation ability of case teachers is improved.Because this stage includes the training of the use of information-based teaching evaluation tools,the information-based teaching design ability of case teachers is also improved.In the stage of concept updating,the case-based education technology expert lectures are carried out,combined with The expert teachers of primary school Chinese information teaching teach Demonstration Courses.Through specific cases and the expert teachers’ experience,they answer the confusion of the case teachers and update the concept of the case teachers.In the process of information-based teaching design and implementation,the education technology experts guide one-to-one,help teachers to grind and multi field experts listen to and comment on courses.The case teachers improve the information-based teaching At the same time of learning design and implementation ability,the design and implementation of informatization concept,teaching software and hardware use and teaching evaluation are updated;in the stage of knowledge output,case teachers share successful teaching cases,design ideas,methods,growth process and experience in school,alliance school and network platform in turn,which is a sublimation process,from the initial primary school Chinese informatization Novice teachers have been transformed into expert teachers.The author explores the path of the case teachers to adapt to the changes of Chinese teaching in the mobile Internet environment and the development of personal information-based teaching ability,summarizes the effective strategies in each stage of professional development,and provides reference cases for the subject teachers’ information-based teaching ability.After the practical test,the effect of this integrated solution is significant.On the basis of reflecting the shortcomings of this study,the author puts forward suggestions for the follow-up.更多还原