中学教师课堂技术融合影响因素研究的质性元分析  

Factors Affecting Teachers’Technology Integration in Middle School Classrooms:A Meta-ethnography

作　　者：马云多[1,2] 刘力[1] MA Yunduo;LIU Li(College of Education,Zhejiang University,Hangzhou,310028,China;School of Foreign Languages,Yicthun University,Yichun,336000,China)

机构地区：[1]浙江大学教育学院,杭州310028 [2]宜春学院外国语学院,宜春336000

出　　处：《全球教育展望》2022年第3期111-128,共18页Global Education

摘　　要：信息技术的迭代出新推动了教师技术融合和课堂教学改革的双重发展。本文尝试采用质性元分析对19个国家和地区的31项研究成果进行深度阐释,以探明教师技术融合受到哪些重要因素的影响,这些因素又是如何相互关联。本研究发现,教师综合评估技术融合带来的教学效益和教学风险成为其进行技术融合的动力机制。技术因素、环境因素和个人因素三者在教师技术融合过程中协同作用成为这一动机机制的重要特征。其中,个人信念和自我效能感是影响教师技术融合的关键因素。基于质性元分析,本文提出了促进教师课堂持续、有效技术融合的建议。The information and communication technology changes have promoted the dual development of teachers’technology integration and teaching reform in the classroom.In this paper,we try to use qualitative meta-ethnography to illustrate 31 research results from 19 countries and regions to explore what important factors affect teachers’technology integration and how these factors are interrelated.The findings indicate that teachers’comprehensive evaluation of teaching benefits and costs of technology integration is the driving mechanism for their technology integration.The interaction among technical,environmental,and individual factors during the course is the important feature of this motivation mechanism.Teachers’beliefs and self-efficacy are the key ones that affect teachers’technology integration.Based on the analysis,some suggestions are made to promote teachers’continuous and effective use of technology in the classroom.

关 键 词：技术融合 中学教师 质性元分析 建议 

分 类 号：G434[文化科学—教育学] G635.1[文化科学—教育技术学]