【作者】 张生；

【导师】 何克抗；

【作者基本信息】 东北师范大学 ， 教育学原理， 2008， 博士

【摘要】 随着《中小学教师教育技术能力标准(试行)》的颁布,全国中小学教师教育技术能力培训已经成为当前被广泛关注的对象,随着培训项目在全国范围内逐步展开,如何对培训的质量进行有效的监控、如何在培训过程中对学员的学习进行有效的评价成为亟待解决的问题。信息时代的到来,学习环境、学习模式均发生了巨大变化,怎样利用信息技术带来的优势来监控培训的质量、评价学员的学习过程是信息技术环境下教师教育、教师培训研究的重点。本研究正是依托“全国中小学教师教育技术能力建设计划”项目,围绕信息技术支撑环境下的培训过程的形成性评价的理论、模式与系统实现来开展研究的。本研究认为混合式学习环境下,基于学习活动的形成性评价系统能够有效地保证学员高质量的学习,在保证学员参与度的情况下,激励、帮助、改进学员的学习,促进学员教师教育技术能力的提高,进而保障培训项目的质量,达到培训的目标,促进其健康发展。本研究从教师教育技术能力标准与培训实践的特点出发,阐明了此次培训与以往培训的不同特点,构建起活动、评价、能力三者的关系。并结合具体的培训活动,详细分析了高教版、师大版两套教材的特点,尤其是高教版教材的创新培训模式。而这些都为混合式学习环境下的形成性评价系统的进一步研制创造了条件。具体来说:(1)总结、分析了混合式学习环境下学习活动的分类与意义。研究从活动主体的群体性(全班活动、小组活动、个人活动)划分了混合式学习环境下的活动类型,并创新的从活动类型的数量和特征论证了混合式培训模式以及经过良好设计的、有组织的网络培训是信息技术环境下最优的培训模式。(2)建立了混合式培训模式的培训模型和评价模型。本研究基于学习圈理论ETLC与学习流模型ETLFM,提出了基于评价与活动的培训模型ETTM,并在此基础上建立了混合式学习环境下的BLAFAM评价模型,为后面的BLAFAS评价系统的设计与开发奠定了理论基础,该培训评价模型不但为“TETA”项目的培训提供了理论支持,保证了本项目的成功,同时也为其它培训项目提供了可资借鉴的经验。(3)确立了此次形成性评价的指标体系。从评价指标的确立、指标权重的确定到数据的计算等多个方面进行了研究,首次使用AHP层级分析法建立了教育培训的评价指标体系。这一套科学、普适的形成性评价指标体系,保证了本项目评价系统的科学性,同时也被其它培训项目所借鉴来建立基于过程的形成性评价系统的指标体系。(4)基于评价模型和评价指标体系,设计、建成了国内第一个真正投入大规模使用的形成性评价平台。该平台全面支持全国中小学教师教育技术能力建设项目的质量检测和形成性评价的需要,既对学员的学习过程进行记录、分析与反馈,也对整个培训点的培训质量进行监督与反馈。它将逐步成为网络教学评价的核心。本文的创新点可以概括为如下三点:(1)首次提出了混合式学习环境下基于学习活动的评价模型BLAFAM,为信息技术环境下培训活动的评价提供了一种可行的评价模型。(2)首次在教育培训的评价领域中运用层次分析方法AHP,构建了形成性评价指标体系,为形成科学的评价指标体系奠定了基础。(3)基于评价理论模型BLAFAM,设计、实现了BLAFAS混合式学习环境下基于学习活动的形成性评价系统。该系统在全国中小学教师教育技术能力培训项目中被全面使用,以便用来评价和检测培训的质量,从而为培训项目的顺利开展及成功落实提供了保障。更多还原

【Abstract】 Along with the promulgation of“Educational Technology Ability Standards for Primary and Secondary School Teachers”, the training of the educational technology ability of primary and secondary teachers has now become a widespread concern. As the training projects have been gradually carried out among the country, how to monitor the quality of the training, how to evaluate the trainees’performance effectively has become an urgent problem.Along with the advent of the information age, learning environment, learning mode is enduring a tremendous change. How to make use of the advantages of information technology to monitor the quality of the training, evaluate the trainees’learning process, is the focus of the research in teacher education and teachers’training in information technology environment.Based on the "national teacher education and technology capacity building for primary and secondary schools" projects, the study is carrying out in terms of the formative assessment theories, modes and implement in technical supported environment. In the blending learning environment, the formative assessment system, which is based on the learning activities, can guarantee the high-quality learning of the trainees. In the condition of trainees’active participation, the system would be able to stimulate, assist, improve trainees’learning, enhance the trainees’educational technology capacity, and guarantee the projects’quality and promote their healthy development.The study starts from the characteristics of teachers’educational technology capacity and training standards outline, demonstrates the training’s unique characteristics which are different from previous training, establishes the relationship between activities, evaluation, and capacities. Combined with specific training activities, the study analyzes two sets of teaching materials (the Higher Education Edition and NTNU Edition). Especially the innovative training model and blending training concept of Higher Education Edition provides research condition for the formative assessment system based on the Web-based system. Specifically:(1) Summarizing and analyzing the classification and meaning of learning activities in blending learning environment. The study classifies learning activities types in blending learning environment, based on the activities entities’sociability (class activities, group activities, individual activities), and demonstrates that blending training mode and well-designed, organized network training are the optimal training mode in information technology environment, based on the quantity and characteristics of activities’types.(2) The establishment of the training mode and evaluation mode of blending mode. Based on the Educational Technology Learning Circle (ETLC) theory and Educational Technology Learning Flow (ETLF) model, we established Educational Technology Evaluation Model (ETEM) in blending learning environment, and proposed the Educational Technology Training Mode (ETTM) based on ETEM. ETTM not only provided the theoretical mode for TETA project, laid the foundation for the success of the project, but provided valuable experience for other training projects.(3) The establishment of the indicators system for formative assessment. We researched on the establishment of evaluation index, the index weight, and data calculation. In the research, we applied AHP and the ideas of fuzzy mathematics into the establishment of the evaluation index for educational training evaluation system for the first time. We established a set of scientific, universal formative assessment index system to ensure that the formative evaluation index system used in the project is scientific, as well as providing a model for other training projects which are based on the process of the formative assessment system.(4) The design and implement of the formative assessment system which is firstly large-scale used in China, based on the evaluation model and evaluation index system. The system provides full support for the quality monitor and the need of formative assessment of primary and secondary teachers’educational technology ability building projects. The system not only records, analyzes, and provides feedback for the trainees’learning process, but monitors and provides feedback for the entire training organization. It will become the core of network instructional evaluation gradually.更多还原