电子论坛与中国的外语教学和研究

九十年代中期以来，外语教学电子论坛相继建立， 为全世界的外语教师提供了一种廉价、高效、信息量大的教学和科研工具。本文扼要介绍了世界主要的外语教学论坛，探讨了电子论坛对我国外语教学、科研和教师进修的意义，并就如何避免的问题提出了建议。     

The role of the Internet in teachers’ professional practice: activities and factors associated with teacher use of ICT inside and outside the classroom

Evidence shows that teachers’ use of information and communication technology (ICT) in the classroom is still limited in variety and frequency. However, their use of ICT outside the classroom, while more frequent, has been less studied. Our research aims to identify personal factors associated with teachers’ ICT use inside and outside the classroom. Data from a questionnaire administered to a nationwide sample of 6932 teachers in Chile was used to characterise their activities and perceptions associated with ICT. Multiple regression analyses were applied to determine relationships between them. The findings show first, that teachers use ICT more frequently outside the classroom for class preparation; second, that their perceptions of ICT impact on professional practice is the main factor associated with their use of ICT inside and outside the classroom; third, that less experienced teachers use communication tools with colleagues and students more often; and finally, that there is a need to examine teachers’ use of (ready-made) Internet resources.     

中小学教师教育技术培训的“区域化发展”研究——以陕西省中小学教师教育技术的相关培训项目为例

教师的教育技术能力被视作衡量教育信息化发展进程的重要指标,而面向教师群体发展的教育技术培训就成为教育信息化研究的重要工作。文章以陕西省中小学教师教育技术培训项目为例,从影响培训项目实施的区域化因素出发,分别在宏观战略、实施环节和具体措施三个方面阐释了在省级区域如何有效地开展教师教育技术培训。     

Teachers’ use of technology and its influencing factors in Korean elementary schools

Until now, research on technology integration in K–12 settings focused on revealing factors that influence technology use in the classroom by teachers has not paid much attention to what teachers recognise and why they incorporate technology in the classroom. Thus, this study aims to investigate how teachers recognise important factors that influence quality technology integration and how teachers use technology in Korean schools, using closed- and open-ended items and verbatim quotes of teachers’ responses to a series of open-ended questions. The results indicate that teachers’ use of technology in practice is affected by the multidimensional characteristics of schools; hence, support of technology use therein should be improved. Teachers’ aptitude, disposition and attitudes toward technology are the most important factors for ICT-related instruction. Additionally, the answers given by the cohort to the open-ended questions help to explain the specific educational context in the Republic of Korea. Teachers report using technology largely because it provides personal convenience; additionally, the use of third-party content providers’ websites by teachers emerges as a substantial issue in the area of technology integration in the classroom.     

提升教师ICT能力驱动教师专业发展--UNESCO《教师ICT能力框架(第3版)》要点与思考

联合国教科文组织在修订以往《教师ICT能力框架》的基础上,对标《2030年可持续发展目标》,制定了囊括18项教育ICT能力的《教师ICT能力框架(第3版)》。作为指导教师使用ICT的职前和在职培训工具,很多国家和机构结合当地实际对该框架内容进行了调整,以便实现教师专业发展目标。本研究采用内容分析和文本分析方法,梳理了联合国教科文组织《教师ICT能力框架》的演变脉络,从能力框架开发原则、内容架构、实施案例和资源开发三个维度,深入解读这一能力框架,并提出落实能力框架,需要政府、师范院校、在职教师专业发展机构、骨干教师和校长的强有力领导。构建符合我国国情的教师信息技术应用能力框架,要出台基于“循证实践”的教师信息技术应用能力提升政策;利用智能技术助推课程动态评估;加强教育资源生态系统整体建设;分层制定科学的教师ICT能力提升计划。     

浅析师范生教师角色的塑造

师范类院校的学生在校学习阶段如何给自己角色定位,关系到今后教学中的工作有效性、工作满意度以及职业的持久性。学会教学是一种成长过程。在校其间要培养师范生全面而有效的教学艺术素养,以便更快、更好地适应将来的任教状态。     

代教:社会转型期乡村社会特殊教师群体——以山西省部分农村地区教师构成为例

目前,在我国城乡一体化进程中,中西部地区部分乡村存在着一批特殊教师群体──代教,他们是中国城乡二元社会背景下特殊的和必然的产物。通过对教师这一正式角色的扮演,得到了社会的认可,对于满足农民群体的受教育需求和农村社会的稳定具有积极的意义。但是根据我国教育对教师资格的要求,代教还有相当大的差距。因此,合理调整和分配农村教师资源是改变我国中西部地区乡村落后教育状况的首要和基本工作。     

从角色理论审视中职语文教师角色的定位

角色理论是社会学的基本理论之一。每个社会,每一种文化,对教师这个社会角色都规范了一整套角色期待和行为准则,老师该做什么,该如何做,都有相关的规定。从角色理论与语文教师角色入手,关注学生地位的发展变化,易于形成教师的行为定式。     

Preservice teachers’ acceptance of ICT integration in the classroom: applying the UTAUT model

In this study, the researchers explore the factors that influence preservice teachers’ acceptance of information and communication technology (ICT) integration in the classroom. The Unified Theory of Acceptance and Use of Technology (UTAUT) was developed by Venkatesh et al. [MIS Quarterly, 27(3), 425–478] in 2003 and shown to outperform eight preceding models, explaining 70% of the variance in user intentions. The role of the UTAUT variables (performance expectancy, effort expectancy, social influence, and facilitating conditions) are examined and the resulting regression model accounts for 27% of the variance in user intentions with effort expectancy surfacing as the only significant predictor of behavior intention. Results and recommendations for future research in the application of UTAUT are discussed.

Die Akzeptanz von IKT Integration im Unterricht von Lehramtsstudenten: Anwendung des UTAUT Modells

In dieser Studie erkunden die Forscher die Faktoren, die die Akzeptanz der Informations‐ und Kommunikationstechnik‐ (ICT) Integration in den Unterricht der auszubildenden Lehrer beeinflussen. Die vereinheitlichte Theorie von Annahme und Verwendung von Technik (UTAUT) wurde von Venkatesh et al. [MIS Quarterly, 27(3), 425–478] in 2003 entwickelt. und hat acht vorhergehende Modelle übertroffen und dabei 70% des Unterschieds durch Benutzerabsichten erklärt. Die Rolle der UTAUT‐Variablen (Leistungserwartung, Bemühungserwartung, sozialen Einfluss und dem Erleichtern von Bedingungen) sind geprüft und entstehende “Zurückentwicklungs” Modellkonten zu 27% des Unterschieds in Benutzerabsichten bei der Bemühungserwartung erklärt, als die Einzige bedeutsame Vorhersage. Ergebnisse und Empfehlungen für zukünftige Forschung in der Bewerbung von UTAUT werden erörtert.

L'acceptation chez les élèves‐professeurs de l'intégration des TICE dans la classe: une application du modèle TUAUT

Dans la présente étude, les chercheurs examinent les facteurs qui influencent l’acceptation de l’intégration des TICE de la part des enseignants en formation initiale. La Théorie Unifiée de l’Acceptation et de l’Usage de la Technologie (TUAUT) a été mise au point par Venkatesh et al. [MIS Quarterly, 27(3), 425–478] en 2003 et s’est révélée plus performante que huit autres modèles précédents,pouvant expliquer 70% de la variance dans les intentions des utilisateurs. Le rôle des variables TUAUT (performances attendues, effort attendu, influence sociale et conditions facilitantes) est examiné et le modèle régressif explique 27% de la variance dans les intentions des utilisateurs, l’expectative d’effort apparaissant comme le seul indicateur significatif des intentions de comportement. On examine les résultats et les recommandations pour les recherches futures sur l’application de TUAUT.

La aceptación de la integración de las TICs en aulas por parte de los profesores en formación inicial: una aplicación del modelo TUAUT

En el presente estudio, los investigadores examinan los factores que influyen sobre la aceptación de las TICs por parte de los docentes en formación inicial. La Teoría Unificada de la Aceptación y del uso de la Tecnología (TUAUT)fue desarrollada por Venkatesh et al. in 2003 y salió con mejores resultados que ocho modelos anteriores, siendo capaz de explicar el 70% de las variaciones en las intenciones de los usuarios. Se examina el papel de las variables TUAUT (expectaciones de rendimiento, expectaciones de esfuerzo, la influencia social, y la condiciones facilitantes) y el modelo regresivo explica el 27% de las variaciones en las intenciones de los usuarios, la expectación de esfuerzo apareciendo como el único indicador significativo de las intenciones de comportamiento. Los autores discuten también los resultados y las recomendaciones para futuras investigaciones sobre la aplicación de TUAUT.     

The Interaction between Primary Teachers' Perceptions of ICT and Their Pedagogy

The paper presents a study which focuses on the interaction between primary teachers' perceptions of Information and Communication Technology (ICT) and their pedagogy. Their perceptions of ICT are explored in terms of their reported understandings of the nature and purpose of ICT in primary schools. A qualitative, case study approach was used to investigate the perceptions and pedagogy of a small group of teachers working within one school, Carberry Junior School in England. The study was carried out during an eighteen month period of significant change in primary schools responding to the UK Government's National Grid for Learning initiative and its impact on models of access to ICT resources and expectations in teaching and pupil achievement. The paper highlights the teachers' perceptions of ICT as a social and cultural phenomenon, as an ambiguous area constructed as a discrete subject, curriculum resource and higher-order capability, and as a 'new' field in primary schools.     

Changes in learning process caused by the implementation of ICT in education in Estonian in-service and pre-service teachers perceptions

The current paper reports on a qualitative study examining in-service and pre-service teachers perceptions about changes in the learning process caused by the involvement of ICT （Information and Communication Technology） in Estonian schools. Based on five in-service and five pre-service teachers＇ interviews, findings indicate some positive, some negative and some in-between （considered by teachers as positive from one side and as negative from the other side） changes in the student＇s and teacher＇s roles in the learning process and teaching process. Interviews were recorded and transcribed. Content analysis was used as the data analysis method. The paper discusses estimated changes by both groups in the Estonian educational system. A comparison of in-service and pre-service teachers＇ opinions has been provided.     

浅议角色扮演在中学物理课堂教学中的应用

角色扮演为物理教学和学生全面发展提供了良好的平台 ,在物理教学中具有独特的价值。在实际教学中 ,角色扮演主要是学生的行为 ,但教师的组织工作必不可少     

关于"教师主导、学生主体"的再认识

传统的"教师主导、学生主体"观是从教学认识论的角度,说明教学过程中教师和学生的地位和作用的。但在实际教学中存在一些问题,必须从现代教育目的观、教学本质观、教育发展观等方面重新加以认识,树立正确的教学思想,升华其中的教育意蕴。     

高中物理教师专业发展策略探析

高中物理教师是物理课程改革的实施者、执行者和主导者。提升高中物理教师的专业素质,促进其专业发展并使之成长为专家型教师,是新的物理课程改革的一项重要课题。高中物理教师的专业发展策略主要有：自我学习,课堂教学实践,校本研修,师傅指导和专业引领。     

试论物理学中的最小作用量原理

分析物理学中最小作用量原理的发展和形成过程,并讨论其在基础物理学、理论物理学中的地位和重要作用,以及其深刻内涵.