教研员区域信息化教学引领力模型研究  

Study of A Leading Force Model of Regional Informatization Teaching of Teaching and Research Staff

作　　者：赵可云[1] 杨鑫[2] ZHAO Keyun YANG Xin(School of Information Communication and Technology, Qufu Normal University, Rizhao Shandong 276826 School of Information and Software Engineering, Northeast Normal University, Changchun Jilin 130117)

机构地区：[1]曲阜师范大学传媒学院,山东日照276826 [2]东北师范大学信息与软件工程学院,吉林长春130117

出　　处：《电化教育研究》2017年第3期116-122,共7页E-education Research

基　　金：国家社会科学基金青年项目"农村留守儿童学习社会化的影响因素及新媒体干预机制研究"(课题编号:15CSH054)

摘　　要：教研员是区域教育教学改革的重要实践者与研究者,在区域信息化教学推进过程中,教研员引领区域变革的价值应得到重视。研究在归纳分析教研员工作职能及能力要素的基础上,基于对教研员信息化教学引领力的解读,依据模型构建的基本流程,构建出了由六个要素(前瞻力、研究力、规划力、影响力、评估力及实践力)、五个职权行为(区域信息化教学变革与创新、区域信息化教学规划与预警、区域信息化教学资源建设与整合、区域教师信息化教学能力培养、区域信息化教学管理与评价)及一个核心导向(区域信息化教学共同体的形成)构成的教研员区域信息化教学引领力模型,并对其进行了解读,期望能为区域信息化教学发展提供新的研究视角。Teaching education reform, so their 1 and Research Staff are important practitioners and researchers in regional eading value should be paid attention to in the process of promoting regional informatization teaching. In this paper, a leading force model of teaching and research staff is built and interpreted based on the analysis of their job functions and ability, on the interpretation of their leading force of informatization teaching and the basic process of model building. This model is composed of six elements, five power behaviors and a core guide. The six elements include foresight, research forces, planning power, influence force, evaluation and practice forces. Five power behaviors refer to reform and innovation, planning and precaution, construction and integration of teaching resources, teachers capacity building, management and evaluation of regional informatization teaching. The core guide is to set up regional informatization teaching community. This study provides a new research perspective for regional informatization teaching.

关 键 词：教研员 区域信息化教学 引领力 模型 

分 类 号：G434[文化科学—教育学]