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1、河北师范大学硕士学位论文县域混合式农村中小学教师教育技术培训研究姓名：陈立娟申请学位级别：硕士专业：现代教育技术指导教师：林万新20090516III 摘 要 “县”是我国社会一个基本的行政单位，目前，农村义务教育以县为主的管理体系 已建立和完善。县域教育的发展直接关系到本县的社会经济建设和精神文化生活的进 步，在目前信息化巨大社会变革的背景下，加强以“县”为单位的教师专业发展的工作 力度、提高教师培训的效率，是县域教育发展的现实需要。也是教育改革的重要保障条 件。 教育信息化是信息时代最为显著的教育变革， 教育信息化最终体现在教师能够成功 地将技术整合到课程教学中， 这不仅仅是技术的问题，
2、更是教学理念和教学方法的改革， 因为新的社会背景对人才的要求已经发生了根本性的变化，面对日新月异的科技发展， 固定的学科知识已不再显得那么重要，而学习的能力、合作的意识、思辨能力和系统思 维，发现问题解决问题的创新思维对人才来说是更重要的。所有这一切要求教师本身不 断地学习和提高，进行终身的专业发展，可以说教育改革和社会发展要求提高教师的专 业发展程度，而目前时期教师专业发展的核心就是提高教师的教育技术应用能力。正如 何克抗教授所言“要提高教师的专业化水平，关键是要提高教师应用教育技术的能力” 。 目前对教师教育技术培训方面的研究比较丰富，但是通过文献分析发现，面向信息化的 教师教育技术能力发
3、展模式发展策略研究相对丰富， 而对实际可操作的具体教师培训的 方式，以及培训发展实践的可移植性等问题研究的较少。因此，研究以“县”为单位的 中小学教师教育技术能力现状，并以此为基础进行相关实践是非常必要的。 目前各种形式的教师教育技术培训大多采用分层式的培训， 即国家级主讲教师培训 省级主讲教师，省级主讲教师培训县级主讲教师，县级主讲教师培训校级主讲教师，校 级主讲教师培训学科教师。这么做的优势是便于管理，但是经过这么多层的传递，培训 信息已经严重衰减，没法保证培训的质量，使各有特色的培训项目，最终往往蜕变或者 扭曲为纯技术的传播。如何让广大一线学科教师接受到原汁原味的教育技术培训活动， 成为
4、笔者研究的着眼点。这种培训应该是融合了全新教育理念，采用了适合本地的授课 模式， 选取贴近学科教师实际的学习内容， 针对不同水平的老师提供了不同的支持材料， 这种培训还应该采用多样的评价手段、对培训后的教师能力发展提供支持。基于以上的 考虑，笔者总结分析了以往教师培训的不同模式，包括集中面授模式、网络学习模式、 面授学习加网络评价的模式，面授学习加网络学习的模式，尽管这些培训活动在设计之 初都有各自的特色，体现了不同的先进的教育理念，但是执行到“县”这个级别时，受 到各方面条件的限制，培训效果总是不理想，应付差事的现象非常严重。其中很重要的 一个原因是不适合本地实际，培训适应本地情况的可发展可
5、改变的空间不大。那么能不 能总结经验， 探索一种能够适合县域的特点的模式呢？这种模式可以弥补其他培训的不 足。笔者的研究团队根据本县的实践情况进行了这方面的探索。并取得了期望的目标。 本研究实践在河北省部分地区以县为单位进行了信息技术环境下中小学教师教育 技术能力现状的调查，分析归纳了教师的教育技术能力现状；第二步选取了河间市部分 农村中小学教师作为实践对象通过“混合式学习”进行教师专业发展实践，并对实践效 果进行了检验，本研究的实践探索虽然局限于一个县，但是农村中小学教师教育技术培 训中存在的问题是有共性的， 这些成果希望能够对其他地区的农村中小学教师专业能力 发展提供参考和借鉴 关键词：农
6、村教师 专业发展 教育技术 培训 IV Abstract At present , “County” is a basic administrative unit in our country, the management system of county-based rural compulsory education has been established and improved. “County” plays an important role in the development of education. The development of education in coun
7、ty influences the progress of economic construction and culture life, therefore , currently, at the background of great informatization change, what is required is enhancing the strength of teacher professional development and improving the efficiency of teacher training. Education informatization i
8、s the most remarkable education innovation in information age, the innovation of education can be reflected in the process of teaching ultimately, in which teachers can combine the information technology with teaching successfully. It is not only a matter of technology but also the matter of innovat
9、ion of teaching philosophy and teaching method. The demand for talent has changed completely cause of the new social circumstance, Facing to rapid developing technology, the regular knowledge is no longer so important, however the capability of learning, the cooperation awareness, capacity of critic
10、al thinking and systematic thinking, as well as the creative thinking which identifying and solving problems are more important .but all of this require teachers to learn and improve themselves continually for life-long professional development ,that is to say promoting teacher professional developm
11、ent is determined by education innovation and social development. Therefore, currently the core is promoting the capability of teachers on technical applications. Exactly as professor He ke kang says “to raise professional level of teachers , the key point is enhancing teachers application ability i
12、n teaching skills”. At present ,there are abundant researches on teacher skills training and developing strategy for improving teaching skill mode which in order to meet the informatization, but through the analysis of documentaries ,it shows that there are less researches on operational teacher tra
13、inings or transferability of practice in the trainings. So it is very necessary to research the current conditions of teaching skills in the primary and secondary schools, and guide the corresponding practices. At present, various teaching skills trainings mostly adopt multi-layer mode, such as: nat
14、ional speaker teachers train provincial speaker teachers, provincial speaker teacher train county speaker teachers, county speaker teachers train school speaker teachers and school speaker teachers train subject teachers. The advantage is easy to manage the training , but the training information ha
15、s been reduced by multi-transfer mode ,so we can not ensure the training quality ,as a result ,all kinds of unique trainings have almost changed into pure skill teaching at last. How can the professional subject teachers are trained by genuine skill trainings has become my focus in the research. Suc
16、h training should adopt totally new education concepts, should adopt suitable teaching mode according to the local situation, should choose suitable content that closes to the subject teachers ,in which it offers different support materials for different teachers, moreover ,such training should also adopt various evaluation methods to support teachers for further promoting after the trainings. Therefore, Based on the above , I analysed and summaried
