师范生教育技术能力发展要素及路径分析  

Factors and Path Analysis to Develop Pre-service Teachers' Educational Technology Competencies

作　　者：杨宁[1,2] 包正委[1,2] 徐继红[1,3] 

机构地区：[1]东北师范大学信息技术教育研究所,吉林长春130024 [2]福建师范大学教育学院,福建福州350007 [3]内蒙古师范大学传媒学院,内蒙古呼和浩特010022

出　　处：《东北师大学报（哲学社会科学版）》2012年第6期186-191,共6页Journal of Northeast Normal University(Philosophy and Social Science Edition)

基　　金：中央财政专项"教师教育创新平台"(教师司[2008]40号);国家社会科学基金全国教育科学"十一五"规划一般课题(BCA100022)

摘　　要：研究以教师能力和国际教师教育技术能力的新视野为基础,提出师范生教育技术能力发展的理论假设。通过对2 191份有效问卷数据的因子分析和路径分析,得出以下研究结果:(1)师范生的教育技术能力主要由一般信息素养、学科与技术互动理解力、技术融入的一般教学设计能力和技术融入的学科教学能力构成;(2)师范生的教育技术能力发展路径是"一般信息素养-学科信息素养-技术融入的一般教学设计-技术融入的学科教学能力"。The pre-service teachers＇ educational technology competencies framework was designed based on new teacher abilities views and teacher educational technology standards＇ new development.The investigation on pre-service teachers was involved with 2191 effective questionnaires.Results from Factor Analysis indicate that the pre-service teachers＇ technology integration knowledge development is influenced by six factors：（1）basic computer knowledge;（2）productive tools skills;（3）information access and communication skills;（4）general educational technology knowledge;（5）special subject tools skills;（6）knowledge of teaching in the technology-rich environments.Also,Path Analysis results implicate that pre-service teachers＇ technology development should be improved by a series of related courses,including basic technology course,general educational technology course,subject special educational technology course.

关 键 词：师范生 教育技术能力 因子分析 路径分析 

分 类 号：G650[文化科学—教育学]