利益视角下教育信息化改革中的教师阻抗行为分析

【作者】 史慧敏；

【导师】 李艺；

【作者基本信息】 南京师范大学 ， 教育技术， 2015， 博士

【副题名】以N市教师为例

【摘要】 国家全面发展基础教育信息化已经十多年过去了,应用信息技术促进教学方式的改革(本文称之为教学信息化改革)方案至今没有在中小学普遍实施。本研究以“经济人”假设作为教师的人性假设,对教育信息化改革中教师的阻抗行为——不积极进行教学信息化改革的行为进行解释性的研究。现有的利益视角下的人的行为的分析方法,如成本-收益法和博弈论的分析法,均不能满足教师行为分析的需求。本论文的第一部分就是利益分析方法的建构。从利益最大化出发,结合教师行为研究的特殊性,构建教师行为影响因素模型:教师的行为是教师根据自身利益诉求,对有限的资源(时间、能力、物质资源)进行分配后的结果,而教师的利益诉求和资源都与教师所处的社会关系有关,尤其是核心利益相关者之间的社会关系。由此,构建了教师行为的利益分析方法:(1)从主体需求的角度的分析,包括:教育政策的价值诉求与教师物质利益的一致性分析、教育政策理念与教师教育信念一致性分析;(2)从资源角度的分析,包括时间、能力、物质资源三个方面的分析;(3)从社会关系角度的分析,包括核心利益关系的界定和利益矛盾的厘清。本论文的第二部分是对N市教师的阻抗行为进行解读。首先对相关影响因素逐一评估,评估结果包括:(1)教学信息化的理念得到了教师普遍的认可,教师既认可以学生为中心的教学法理念,又认可信息技术对于以学生为中心的教学方式的支持效用;(2)当前教师的物质利益诉求是学生的考试成绩或升学率,教师认为以学习者为中心的教学方式与追求升学率是冲突的;(3)教师的工作负荷大,支持教师进行教学改革的时间资源非常稀缺;(4)教师的能力处于向创新能力突破的瓶颈期;(5)从教师对学校信息化环境的评估结果来看,信息化资源的稀缺性不突显;(6)通过核心利益相关者界定方法,确定了校长、教育行政部门和教师是学校教育信息化改革的核心利益相关者,校长与教师、行政部门与教师之间的关系是核心利益关系;(7)大多数校长没有采取积极有效的措施推动教学信息化改革;教育行政部门对于教师教学信息化的负面影响主要是源于评估标准与教学信息化改革的错位。本研究对N市教师在教育信息化改革中的阻抗行为的解释是:直接原因是教师认为教育信息化政策提倡的以学生为中心的教学方式与教师物质利益诉求——升学率是冲突的;而教师对于教育信息化政策的预期利益评估是教师基于自身的物质利益诉求和教师可获得资源做出的判断,目前是教师的时间资源稀缺和教育技术能力不足导致了教师做出以上的判断,这两者是教师阻抗产生的深层次原因;而教师的物质利益诉求、资源均受与校长、行政部门之间的利益关系影响,校长的不积极支持和教育行政部门的评价错位是教师阻抗产生的根本原因。文章的第三部分是关于优化政策执行路径的建议。首先提出了教学信息化改革的山路在于双重价值诉求——既能适应当下的应试教育评估机制,又能培养学生的创新能力。可通过考试变革促进教学方式变革、传统教学与创新教学共存等策略缓解升学率和创新能力培养的冲突。其次,校长和行政部门在资源方面对教师提供更有效的支持。校长和行政部门要考虑到时间资源不足是教师阻抗产生的重要原因之一,可以采取物理方式和情感支持的方式增加教师的时间资源。对于教师能力的培养,提出了教学法能力是核心能力,教育培训应该首先关注教学法能力的提升。此外,学校的教研项目是教师能力培养的重要途径。再者,需要建立关注教师利益的长效机制,利益相关者管理方法可以借鉴。不仅教师、校长和行政部门之间建立利益联盟,还要在更广的范围内建立利益联盟。学校与高校的利益联盟,意义重大。为了进一步促进对于教师利益的关注,需要更深层面的文化和体制的变革。更多还原

【Abstract】 Education Infortization has developed more than ten years in China.However,it hasn’t promoted the innovation of teaching mode supported by IT at primary and secondary schools.Based on the human nature hypothesis——people act in ways to maximize their self-interest,the paper seeks to find a explanation about teachers’ resistance on using ICT to support student-centered instructionBased on literature review,the present interest analytic methods,such as Cost-Benefit Approach and Game Theory,could not meet the requirement for the research.As a result,the first part of the research is to construct a new interest analytic method in order to explain teachers’resistance.Based on humanity hypothesis----benefit maximization,a mode about impact factors of general human behaviors is built up.Considering the specificity of teachers’ behaviors,a mode about impact factor of teachers’ behaviors is constructed:teachers’ behaviors is the result of distributing of limited resources in order to meet his/her subjective needs;both the resource and subjective needs are constricted in a certain social relationships,especially the social relationships among core stakeholders.Accordingly,a analysis framework is set up which comprises three different dimensions in seven respects:(I)from the perspective of interest demand.the research focuses on if the basic value pursued by educational policy consistent with teachers’ material benefits and if the basic value pursued by educational policy consistent with teachers’ sprit benefits;(2)from the perspective of Scarcity of Resources,the research focuses on the assessment of Time,Ability and Material Resources what teachers need to carry out the innovation of teaching mode;(3)from the perspective of Social Relationship,the research first focuses on the clarification of core stake-holders,and then focuses on the Interest relationship among them.The second part of the research is to expain the teachers’ resistance in N city.Based on the analysis framework,seven factors have been empirically assessed.Samples were from elementary and secondary schools in City N.The assessment results include:(I)the idea of using IT to support student-centered instruction is universally realized by teachers,but not accepted in practice.Because teachers believe student-centered instruction will not result in high examination performance which is most correlated with teachers’ material interest.(2)As a kind of scarcity source,time is highly limited.Teachers still have a long way to go to achieve the high-level innovation ability.IT resources are not the most pressing obstacle.(3)According to Stakeholder Analysis,the relationship of principals,administrative departments and teachers are core stakeholders.Most of principals ignore to reform teaching methods supported by IT,which has a negative effect on teachers’ practice;administrative departments greatly affected the innovation of teaching mode supported by 1T,including both positive and negative impacts on the innovation.The negative influence mainly comes from its conflict evaluation standards about e-learning in school.According to the assessment results,restricted factors,which constrains the innovation of teaching mode supported by IT at schools in City N include:the Conflicts on the basic value pursued by education informatization policy and teachers’ material benefits;the scarcity of time resource for teachers;the lack of Innovation capability to apply IT in teaching practice;non-support from principals;and the conflict evaluation standards from administrative departments.At the last chapter,suggestions are given to solve the current problems.Firstly,common interests will be shared with by teachers,principals and administrative department.The education informatization should be doubly oriented meet——not only to develop students’ innovation abilities but also to adapt the present educational assessment system.Secondly,principals and administrative departments should take measures to enhance teachers’ time resource and abilities in using ICT innovatively.Teachers’ PCK(Pedagogical Content Knowledge)is most important and should be enhanced firstly.Research project is a good way to improve teachers’ abilities.Thirdly,in order to make teachers’ take an active part in education informatization reform,administrative departments should find a way to let teachers take part in policy-making for long.It is a good strategy for administrative departments to take teachers and principals as stakeholders.Administrative departments should also try to set up stakeholders between school teachers and university teachers.Finally,all of the strategies could not be put into practice unless the dominant group-administrative departments sacrifice their materialinterests first.In order to trigger the changes of administrative departments,the national government should carry out reform in educational system.更多还原