智慧学习环境下高校教师胜任力模型构建的实证研究
|
摘要
智慧学习环境是数字学习环境的高端形态,它能更好地满足学习者终身学习、个性化学习以及随时随地学习的需要。同时,新环境带来的教学模式、教学方法等改变也对教师的教学能力提出了全新的要求。该文运用行为事件访谈法对33位高校教师进行访谈,并使用NVIVO10.0对访谈内容进行初步分析,再利用扎根理论方法对访谈内容进行三级编码,构建出智慧学习环境下的高校教师胜任力模型,包含五大维度15项胜任要素及31个胜任指标;然后通过调查问卷对胜任力模型进行均值、标准差和差异系数的验证;结果显示:构建的高校教师胜任力模型通过了交叉检验,具有较好的稳定性和鉴别性。
The intelligent learning environment is the high-end form of the digital learning environment. It can satisfy the learners' lifelong learning, individualized learning and the needs of learning at anytime and anywhere better. At the same time, the change of teaching mode and teaching method brought by the new environment has brought new demands for teachers' teaching ability.Therefore, 33 college teachers are interviewed by the behavior interview method, and the interview content is analyzed with NVIVO10.O, and then the interview content is coded with the method of grounded theory, and the competency model of College Teachers in the intelligent learning environment is constructed. There are 15 competencies and 31 victories in five dimensions. Then,the competency model was tested by means of Mean,standard deviation(SD) and difference coefficient(CV) through questionnaires.The results showed that the competency model of university teachers had passed the cross test, and had better stability and differentiation.
The intelligent learning environment is the high-end form of the digital learning environment. It can satisfy the learners' lifelong learning, individualized learning and the needs of learning at anytime and anywhere better. At the same time, the change of teaching mode and teaching method brought by the new environment has brought new demands for teachers' teaching ability.Therefore, 33 college teachers are interviewed by the behavior interview method, and the interview content is analyzed with NVIVO10.O, and then the interview content is coded with the method of grounded theory, and the competency model of College Teachers in the intelligent learning environment is constructed. There are 15 competencies and 31 victories in five dimensions. Then,the competency model was tested by means of Mean,standard deviation(SD) and difference coefficient(CV) through questionnaires.The results showed that the competency model of university teachers had passed the cross test, and had better stability and differentiation.
引文
[1]罗小兰.教师胜任力研究的缘起、现状及发展趋势[J].教育理论与实践,2007,(23):42-44.
[2]何齐宗.我国高校教师胜任力研究:进展与思考[J].高等教育研究,2014,(10):38-45.
[3]Chin,K.W.Smart learning environment model for secondary schools in Malaysia:An overview[EB/OL].http://www.Apdip.net/projects/seminars/itpolicy/cn/resources/kangwaichin/smart learning-mimos.ppt,2011-10-10.
[4]Hwang G J.Definition,framework and research issues of smart learning environments a context-aware ubiquitous learning perspective[J].Smart Learning Environments,2014,1(1):1-14.
[5]陈卫东,叶新东等.未来课堂:智慧学习环境[J].远程教育杂志,2012,30(5):42-49.
[6]陈琳,王蔚等.智慧学习内涵及其智慧学习方式[J].中国电化教育,2016,(12):31-37.
[7]杨俊锋,龚朝花等.智慧学习环境的研究热点和发展趋势--对话ET&S主编Kinshuk(金沙克)教授[J].电化教育研究,2015,36(5):85-88.
[8]赵忠君,郑晴等.近十年国外教师胜任力研究动态与启示[J].内蒙古师范大学学报(教育科学版),2017,30(12):66-72.
[9]Chamberland-Tremblay D,Giroux S,et al.Adaptivity and Personalization in Learning Systems based on Students’Characteristics and Context[DB/OL].http://sgraf.athabascau.ca/publications/graf_etal_SLE12.pdf,2018-05-31.
[10]谢幼如,杨阳等.面向生成的智慧学习环境构建与应用--以电子书包为例[J].华南师范大学学报(自然科学版),2016,48(1):126-132.
[11]Kim S,Yoon Y.Elastic Service Model for Smart Learning Based on Cloud Environment[A].IEEE International Symposium on Service Oriented System Engineering[C].Redwood City:IEEE Computer Society,2013.567-572.
[12]黄荣怀,杨俊锋等.从数字学习环境到智慧学习环境--学习环境的变革与趋势[J].开放教育研究,2012,(1):75-84.
[13]Carter B,Linder T.Collaborative Learning Environments:Developing SMART Classrooms in Theory and in Practice[J].Advances in Educational Administration,2006,8(5):201-211.
[14]胡斌武,吕萌.智慧学习环境下的教师角色定位研究[J].中国教育信息化,2016,(10):81-84.
[15]郭春才.信息化教育环境下教师胜任力研究[J].中国远程教育,2012,(9):65-69.
[16]朱彤.混合学习环境下高职教师教学能力问题及培养策略[J].职教论坛,2017,(32):10-13.
[17]Wadmany R,Kliachko S.The Significance of Digital Pedagogy:Teachers’Perceptions and the Factors Influencing Their Abilities as Digital Pedagogues[J].Journal of Educational Technology,2014,11(3):22-34.
[18]Mcclelland D C.Identifying Competencies with Behavioral-Event Interviews[J].Psychological Science,1998,9(5):331-339.
[19]丁越兰,骆娜.管理类教师胜任素质模型建构--基于管理专业人才培养目标[J].黑龙江高教研究,2013,31(5):89-91.
[20]周榕.高校教师远程教学胜任力模型构建的实证研究[J].电化教育研究,2012,33(11):86-92.
[21]郭春才.信息化教育环境下教师胜任力研究[J].中国远程教育,2012,(9):65-69.
[22]孟凡媛.信息化教学环境下小学数学教师胜任力结构研究[D].长春:东北师范大学,2016.
[23]李梅.基于学生评价的上海市属本科院校辅导员胜任力研究[D].上海:上海师范大学,2012.
[24]何齐宗,熊思鹏.高校教师教学胜任力模型构建研究[J].高等教育研究,2015,36(7):60-67.
[25]袁磊,王冠楠等.社交网络促进农村中小学教师教学胜任力的模型构建[J].电化教育研究,2015,36(12):115-120.
[26]宋灵青,许林.“AI”时代未来教师专业发展途径探究[J].中国电化教育,2018,(7):73-80.
[27][28][29]教技[2018]6号,教育部关于印发《教育信息化2.0行动计划》的通知[Z].
[30]王珠珠.智能化领跑教育信息化2.0[N].中国教育报,2018-05-26(3).
[2]何齐宗.我国高校教师胜任力研究:进展与思考[J].高等教育研究,2014,(10):38-45.
[3]Chin,K.W.Smart learning environment model for secondary schools in Malaysia:An overview[EB/OL].http://www.Apdip.net/projects/seminars/itpolicy/cn/resources/kangwaichin/smart learning-mimos.ppt,2011-10-10.
[4]Hwang G J.Definition,framework and research issues of smart learning environments a context-aware ubiquitous learning perspective[J].Smart Learning Environments,2014,1(1):1-14.
[5]陈卫东,叶新东等.未来课堂:智慧学习环境[J].远程教育杂志,2012,30(5):42-49.
[6]陈琳,王蔚等.智慧学习内涵及其智慧学习方式[J].中国电化教育,2016,(12):31-37.
[7]杨俊锋,龚朝花等.智慧学习环境的研究热点和发展趋势--对话ET&S主编Kinshuk(金沙克)教授[J].电化教育研究,2015,36(5):85-88.
[8]赵忠君,郑晴等.近十年国外教师胜任力研究动态与启示[J].内蒙古师范大学学报(教育科学版),2017,30(12):66-72.
[9]Chamberland-Tremblay D,Giroux S,et al.Adaptivity and Personalization in Learning Systems based on Students’Characteristics and Context[DB/OL].http://sgraf.athabascau.ca/publications/graf_etal_SLE12.pdf,2018-05-31.
[10]谢幼如,杨阳等.面向生成的智慧学习环境构建与应用--以电子书包为例[J].华南师范大学学报(自然科学版),2016,48(1):126-132.
[11]Kim S,Yoon Y.Elastic Service Model for Smart Learning Based on Cloud Environment[A].IEEE International Symposium on Service Oriented System Engineering[C].Redwood City:IEEE Computer Society,2013.567-572.
[12]黄荣怀,杨俊锋等.从数字学习环境到智慧学习环境--学习环境的变革与趋势[J].开放教育研究,2012,(1):75-84.
[13]Carter B,Linder T.Collaborative Learning Environments:Developing SMART Classrooms in Theory and in Practice[J].Advances in Educational Administration,2006,8(5):201-211.
[14]胡斌武,吕萌.智慧学习环境下的教师角色定位研究[J].中国教育信息化,2016,(10):81-84.
[15]郭春才.信息化教育环境下教师胜任力研究[J].中国远程教育,2012,(9):65-69.
[16]朱彤.混合学习环境下高职教师教学能力问题及培养策略[J].职教论坛,2017,(32):10-13.
[17]Wadmany R,Kliachko S.The Significance of Digital Pedagogy:Teachers’Perceptions and the Factors Influencing Their Abilities as Digital Pedagogues[J].Journal of Educational Technology,2014,11(3):22-34.
[18]Mcclelland D C.Identifying Competencies with Behavioral-Event Interviews[J].Psychological Science,1998,9(5):331-339.
[19]丁越兰,骆娜.管理类教师胜任素质模型建构--基于管理专业人才培养目标[J].黑龙江高教研究,2013,31(5):89-91.
[20]周榕.高校教师远程教学胜任力模型构建的实证研究[J].电化教育研究,2012,33(11):86-92.
[21]郭春才.信息化教育环境下教师胜任力研究[J].中国远程教育,2012,(9):65-69.
[22]孟凡媛.信息化教学环境下小学数学教师胜任力结构研究[D].长春:东北师范大学,2016.
[23]李梅.基于学生评价的上海市属本科院校辅导员胜任力研究[D].上海:上海师范大学,2012.
[24]何齐宗,熊思鹏.高校教师教学胜任力模型构建研究[J].高等教育研究,2015,36(7):60-67.
[25]袁磊,王冠楠等.社交网络促进农村中小学教师教学胜任力的模型构建[J].电化教育研究,2015,36(12):115-120.
[26]宋灵青,许林.“AI”时代未来教师专业发展途径探究[J].中国电化教育,2018,(7):73-80.
[27][28][29]教技[2018]6号,教育部关于印发《教育信息化2.0行动计划》的通知[Z].
[30]王珠珠.智能化领跑教育信息化2.0[N].中国教育报,2018-05-26(3).