作　　者： ; ;

机构地区： 华南师范大学物理与电信工程学院

出　　处： 《现代远程教育研究》 2011年第3期35-39,83,共6页

摘　　要： 教师的教学观念转变是一个复杂的心理过程,涉及到对新教学观念可理解性、合理性和有效性的多层次认识,并最终外显为具体的教学行为。教师教学观念转变的现实情境是教学过程中的各种内外影响因素。通过对在职教师和在读师范生的调查和访谈发现:教师对新教学理念的可理解性和合理性的认同度较高,对有效性的认同度较低,教师原有的教学经验和教学评价制度是影响教师观念转变的两大主要因素。教师普遍认可信息技术给实际教学带来重大变革,对教学观念转变有重要作用,但在教学设计和自身专业发展中却不能较好地应用信息技术。因此,在教师教育和培训中,应充分发挥信息技术的优势,搭建教师发展平台,通过网络集体备课和课题研讨等方式反思教学问题产生的深层次原因,促进教师的观念转变。 The change of teachers＇ teaching concepts is a complex mental process,which involves the multi-level awareness of new teaching concept including intelligibility,plausibility and fruitfulness,and ultimately explicates specific teaching behaviors.The real context of changing the teaching concepts of teachers has been caused by the various internal and external factors in teaching process.Through the survey and interview about the in-service teachers and pre-service students,it concludes that：teachers have had a higher degree of recognition of intelligibility and plausibility about the new teaching concept,but a lower degree of recognition of the fruitfulness.Teachers＇ previous teaching experience and instructional evaluation system are two main factors that obstacle teachers＇ conceptual change.Teachers generally acknowledge that information technology has brought major changes to the actual teaching and plays an important role in the conceptual change,but they can not have a better use of information technology in the instructional design and their own professional development.Therefore,in the process of teacher education and training,schools should make good use of the advantages of information technology,build the platform for teacher development,reflect the deep-seated reasons behind the teaching issues through network collective classes and topics of discussion,and promote teachers＇ conceptual change.

关 键 词： 信息技术 课程改革 教师培养 观念转变 教师专业发展

领　　域： [文化科学] [文化科学]