影响教师应用信息技术的激励与文化因素  

A Theory and Some Suggestions on the Teacher to Apply the Technologies in Teaching

作　　者：徐辉富[1] 

机构地区：[1]上海电视大学发展研究部,上海200086

出　　处：《现代教育技术》2011年第7期57-60,共4页Modern Educational Technology

基　　金：上海市教委文科重点课题"上海地区远程教育教师应用技术的现状;障碍调查及对策研究"(课题编号:07ZS184)资助

摘　　要：文章以上海地区部分远程教育机构的教师和学校领导进行问卷调查和访谈的调查统计结果为基础,总结提炼了教师应用技术的三大影响因素及其导致的三种发展水平。这三大影响因素分别是培训、制度或激励、文化。三种发展水平依次是:基本的操作应用,它由培训学习掌握的,是基础阶段;技能的熟练应用,它由制度或激励的带动下促进技能的保持和熟练化,是技能的巩固和提升阶段;自觉和创新的应用,它是在文化环境的熏陶下,促进教师的技术应用走向自觉和创新,是技能的内化和升华阶段。最后从教师应用技术的行为模式出发,对教师应用技术进行了总结和提出了若干建议。This paper,on the survey result of teachers to apply the technology in their teaching activities,points out three influencing factor and three level of teachers in technology application.Theses influencing factors include training,system and stimulating measures,and culture.These levels include basic operation,which was learned by training,skilled operation and spontaneously and innovative operation.In the end,based on the modes of teacher in application of technologies,this paper points out some suggestion.

关 键 词：远程教育 教育信息技术 技术应用 

分 类 号：G40-057[文化科学—教育学原理]