教育信息化背景下职前外语教师技术倾向研究  

Exploring EFL Pre-Service Teachers' Technology Dispositions within the Context of ICT-Integrated Teaching Innovation in China

作　　者：李涛[1] 欧阳护华[1] LI Tao;OUYANG Hu-hua(Faculty of English Language and Culture, Guangdong University of Foreign Studies, G uangzhou, Guangdong 510420, China)

机构地区：[1]广东外语外贸大学

出　　处：《外语电化教学》2017年第6期78-83,共6页Technology Enhanced Foreign Language Education

基　　金：广东省高等教育“创新强校工程”项目“2014年省级教学团队”(项目编号:101-GK131080);教育部人文社科规划基金“汉语比较句生成句法研究”(项目编号:14YJC740081);山东省社科规划重点项目“形式句法学视角下的汉语动词重叠现象研究”(项目编号:16BZWJ07)的阶段性研究成果

摘　　要：本研究依据教师技术倾向理论,通过对某高校163名大四英语师范生进行问卷调查,运用SPSS23.0进行方差分析和判别分析,探讨了影响职前外语教师技术整合教学的倾向因素。研究发现,职前外语教师的技术创新性、计算机兴趣、计算机辅助教学态度及计算机自我效能是判别其技术整合教学的主要指标,而其计算机焦虑水平和一般创新性几乎没有判别意义。研究表明,职前外语教师能否在未来教学中有效整合技术,不仅取决于其教育技术能力,而且取决于其对计算机技术的倾向。本研究为外语教师教育提供了建议和启示。To identify the dispositional factors that contribute to EFL pre-service teachers＇ technology integration in their future classroom,this study made a survey on 163 EFL senior pre-service teachers to explore the dispositional variables related to technology-integrated teaching. ANOVA and DFA（ Discriminant Function Analysis） identified four main dispositional discriminants,i. e.,EFL pre-service teachers＇ technological innovativeness,computer enjoyment,attitudes toward computer-assisted language teaching and computer self-efficacy,whereas the other two variables,i. e.,computer anxiety and general innovativeness,were found to have little impact. The results indicated that EFL pre-service teachers＇ technology integration in their future classroom depends on their technology dispositions as well as their technology competence. The results had implications for EFL teacher education in terms of technology-integrated teaching.

关 键 词：职前外语教师 技术倾向 技术整合教学 

分 类 号：G434[文化科学—教育学] H09[文化科学—教育技术学]