广西桂南地区乡镇初中英语教师信息素养现状研究

摘要

教育信息化的发展使信息技术和英语课程的整合成为英语教学发展的需要，信息素养成为英语教师必备的素养之一。教师信息素养与课堂教学效率、学生学习积极性、教师专业发展都紧密相关。许多学者从教师信息素养的内涵、现状及培养途径等方面进行了研究并取得了丰富的成果。但研究的对象多集中在大学英语教师，中学教师较少，特别是乡镇初中的英语教师。此外，教师在提升信息素养过程中存在的困难未得到应有的关注。因此，作者调查了广西桂南地区乡镇初中英语教师的信息素养现状，分析教师在提升信息素养过程中存在的困难并提出提升乡镇初中英语教师信息素养针对性的有效途径。
　　本研究采用定量、定性相结合的方法，通过问卷调查和访谈相结合的形式，对广西桂南地区乡镇初中英语教师信息素养现状进行调查和分析。参与本次研究的对象为广西桂南地区的47名乡镇初中英语教师。调查问卷参考了郭晓英(2011)的教师信息素养问卷并结合了前人学者的观点编制而成。该问卷包含了八个维度:信息意识、信息知识、信息能力、信息道德、职业信息素养、技术与课程整合能力、科研信息素养及自我发展信息素养。本研究主要探讨三个问题:(1)广西桂南地区乡镇初中英语教师信息素养的总体情况如何？(2)该地区初中英语教师在信息素养提高方面存在的困难有哪些？(3)教师对提高桂南地区乡镇初中英语教师信息素养的有效途径有何期待？研究发现:(1)广西桂南地区乡镇初中英语教师信息素养水平总体偏高。(2)该地区初中英语教师在信息素养提高方面存在的困难集中在:相对匮乏的资源、对获取信息的整合加工、缺少相应的培训以及激励机制。(3)提高桂南地区乡镇初中英语教师信息素养的可行途径有:充分利用现有资源、将技术培训与教学实践结合、建立合理的激励机制和管理体系。
　　根据调查结果，为促进乡镇初中英语教师的发展，本文分别为教师、学校和培训部门提出了几点有价值的建议。教师可以(1)制定具体的技术学习计划并积极应用新学技术到教学实践中;(2)提高对获取信息的整合能力和科研意识;(3)加强同行间的合作和交流。学校应该(1)制定信息素养相关的考核政策;(2)为教师提供更多的信息素养培训机会及技术和课程整合的实践机会;(3)为教师提供更多有效的学习资料。培训部门需(1)使培训内容更具针对性并能加强技术与课程整合方面的培训;(2)为教师建立交流和信息共享的网络平台。

目录

摘要

Abstract

Contents

List of Tables

Chapter 1 Introduction

1．1 Research Background

1．1．1 Implication of the Previous Information Literacy Researches

1．1．2 Requirements for Junior Middle School English Teachers Professional Development

1．2 Purpose of the Study

1．3 Significance of the Study

1．4 Structure of the Thesis

Chapter 2 Literature Review

2．1 Understanding of Information Literacy

2．1．1 Definitions of Information Literacy

2．1．2 Definitions of Teacher Information Literacy

2．1．3 Components of Teacher Information Literacy

2．1．4 Factors Affecting Teacher Information Literacy

2．2 Theoretical Foundation of the Study

2．3 Previous Researches on Teacher Information Literacy Abroad and at Home

2．3．1 Teacher Information Literacy Study Abroad

2．3．2 TeacherInformation Literacy Study at Home

2．4 Theoretical Framework for the Study

Chapter 3 Research Design

3．1 Research Questions

3．2 Subjects

3．3 Instruments

3．3．1 Questionnaire

3．3．2 Interview

3．4 Data

3．4．1 Data CoHeetion

3．4．2 Data Analysis

Chapter 4 Results and Discussion

4．1 Overall Description of Junior Middle School English Teachers’Information Literacy in Rural Areas of Southern Guangxi

4．1．1 Descriptive Analysis of Teachers’Basic Information Literacy

4．1．2 Descriptive Analysis ofTeachers’Vocational Information Literacy

4．2 Interview--Difficulties in Information Literacy Improvement of Junior Middle School English Teachers in Rural Areas of Southern Guangxi

4．2．1 Difficulties in Information Consciousness

4．2．2 Difficulties in Information Knowledge

4．2．3 Difficulties in Information Competence

4．2．4 Difficulties in Professional Information Literacy

4．2．5 Difficulties in Integration of Information technology and English Curriculum

4．2．6 Dimculfies in Research

4．2．7 Difficulties in Self-development

4．3 Expected Measures for Information Literacy Improvement of Junior Middle School English Teachers in Rural Areas of Southern Guangxi

4．3．1 Making Good Use of the Existing Resource

4．3．2 Combining Technology Training with Teaching Practice

4．3．3 Creating Reasonable Incentive Mechanism and Management System to Motivate Teachers’Learning Enthusiasm

4．4 Discussion

Chapter 5 Implications

5．1 Main Findings of the Present Study

5．2 Implications for Junior Middle School English Teachers’Development in Rural Areas of Southern Guangxi

5．2．1 Implications for Junior Middle School English Teachers

5．2．2 Impfication for Junior Middle Schools and Education Departments

5．2．3 Implication for Training Departments

Chapter 6 Conclusion

6．1 Summary of the Present Study

6．2 Limitations of the Study

6．3 Suggestions for Future Study

Appendices

Bibliography

Publications during the Postgraduate Study

Acknowledgements

声明