数学教师信息素养评价框架构建与调查研究  

Construction and Analysis of Evaluation Framework for Information Literacy of Mathematics Teachers

作　　者：郭军成 缪琳 陈清华[1] GUO Juncheng;MIAO Lin;CHEN Qinghua(College of Mathematics and Statistics,Fujian Normal University,Fuzhou Fujian,350108;Shanghai Hongkou Experimental School,Shanghai,200080)

机构地区：[1]福建师范大学数学与统计学院,福建福州350108 [2]上海市虹口实验学校,上海200080

出　　处：《现代基础教育研究》2021年第4期32-40,共9页Research on Modern Basic Education

基　　金：河南省高等学校重点科研项目计划“教育大数据背景下学习行为数据链的分析与研究”(项目编号:21B880002)的阶段性成果。

摘　　要：研究通过分析信息素养及教师信息素养的内涵,聚焦我国数学教师群体,依托《教师ICT能力框架(第3版)》、布卢姆认知模型,构建了数学教师信息素养评价框架。框架包括外部影响因素和内生变量两个部分。研究认为,数学教师信息素养评价维度包括理解与探索、迁移与融合、发展与创新三级水平。基于对上述框架核心要素的问卷调研和专家访谈,以及对756名数学教师信息素养的调查研究分析,提出四条提升策略:信息意识的培养与提升,面向终身学习的自我成长,探索技术融合课堂教学新范式,转变教师角色定位。In order to analyze the connotation of information literacy and teachers'information literacy,this research focuses on the mathematics teachers in China.Relying on the ICT Competency Framework for Teachers(Version 3)and the Bloom's cognitive model,it has constructed a framework for evaluating mathematics teachers’information literacy,which consists of two parts of external influencing factors and endogenous variables.The research believes that the evaluation dimensions of mathematics teachers'information literacy include three levels that are understanding and exploration,migration and integration,and creation and innovation.Based on the investigation and analysis of the status quo of 756 mathematics teachers'information literacy,the following countermeasures are put forward,including the cultivation and promotion of information awareness,self-growth for lifelong learning,exploration of the new paradigm of technology-integrated classroom teaching,and the change of the roles of teachers.

关 键 词：数学教师 信息素养 测评框架 

分 类 号：G633.6[文化科学—教育学] G434