高中信息技术教师专业知识来源的调查与分析  

Research on the Source of Teacher Knowledge of High School IT Teachers

作　　者：张燕[1] 董玉琦[1] 景维华[1] 

机构地区：[1]东北师范大学教育科学学院,吉林长春130024

出　　处：《现代教育技术》2011年第11期43-47,共5页Modern Educational Technology

摘　　要：该研究借鉴马云鹏教授提出的专业知识框架即教育理论知识、学科知识、课程知识和学科教学法知识,以问卷调查的方式测查高中信息技术教师不同知识来源对他们的专业知识发展的促进作用。结果显示:"自身教学经验与反思"、"和同事的日常交流"、"教学观摩活动"、"浏览网络"是获取专业知识非常重要的来源;"虚拟共同体的交流"、"自学专业书刊"和"在职专业培训"是获取专业知识比较重要的来源。"教育见习和实习"是获取学科知识和教育理论知识比较重要的来源。而"入职后的学历补偿教育"和部分职前教育课程对专业知识发展的作用并不明显。基于以上研究发现,提出促进高中信息技术教师专业知识发展的建议。Taking Professor Ma proposed framework, educational theory knowledge, curriculum knowledge, subject content knowledge, and pedagogical content knowledge as the theoretic framework of teacher professional knowledge. Through investigation we evaluates different source＇s important in the development of IT teachers in high school professional knowledge. The results show that ＂teacher own teaching experience and reflection＂, ＂informal exchanges with colleagues＂, ＂observing colleagues teaching＂ and ＂learning from browsing internet＂ are the very most important sources; ＂learning from professional books and periodicals by themselves＂ and ＂informal exchanges with virtual learning community＂, ＂in-service professional training＂ are the more important sources; ＂novitiate and practice at the pre-service stage＂ is the more important sources of subject content knowledge and pedagogical content knowledge. But ＂in-service courses for promoting diploma＂and some of their ＂pre-service training courses＂ are the least important ones. Some suggestions for high school IT teachers to develop their professional knowledge are drawn based on above findings.

关 键 词：信息技术教师 专业知识 知识来源 

分 类 号：G40-057[文化科学—教育学原理]