电子书包的教师关注维度及差异研究  

On Dimension and Differences of Teachers' Attention to E-book Package

作　　者：邵征锋[1] 

机构地区：[1]贵州师范大学教育科学学院

出　　处：《江苏开放大学学报》2016年第3期52-57,共6页Journal of Jiangsu Radio & Television University

基　　金：贵州省教育厅高校人文社会科学研究项目"电子书包在小学数学学科中的应用研究"(2015ZC145)

摘　　要：随着电子书包试点和实施的深入展开,教师对电子书包关注差异的研究在教学实施过程中显得越来越重要。依托张善培等人的五维度教师关注模型,采用问卷、访谈等研究方法,探究教师在应用电子书包的评价、信息、管理、影响和再关注等5个维度所表现的特点和差异。教师在不同维度的关注度偏重不一,不同学段、使用年限、区域的教师在5个维度的关注存在着差异。研究表明,电子书包的实施应做到不同学段、不同使用年限、不同区域能应时而动、因人而异、因地制宜,这样才能将电子书包教育功能最大化。With the expansion of e-book package pilot experiment and implementation,the study on the difference of teachers＇ attention to e-book package in the teaching process is becoming increasingly important. Based on Zhang Shanpei et al. ＇s five-dimension model of teachers＇ attention,by using questionnaires,interviews and other research methods,this paper explores the features and differences at five dimensions of evaluation,information,management,impact and re-focus in the application of e-book package. It finds that teachers pay different extent attention to different dimensions,and there are differences in these five dimensions at different stages of learning,different ages,and regions. The study shows that the implementation of the e-book package should be changed according to different time,targets,and places at various learning stages,ages and regions,in order to maximize the educational function of the e-book package.

关 键 词：教育技术 电子书包 教师关注 差异研究 

分 类 号：G434[文化科学—教育学]