摘要
在乡村振兴和教育信息化2.0的时代背景下,进一步推动乡村教师远程培训提质增效显得尤为迫切。采用扎根理论研究法,将15位乡村教师的访谈资料转录成文本并进行编码分析,并据此构建了乡村教师远程培训效果影响因素模型,即学习者—条件—环境—行为(LCEB)模型,包括学习者特征、能力素养、课程质量和外界环境。为切实增强乡村教师远程培训效果,提出以下三条路径:激活内生动力,擘画培训愿景;增强能力素养,提升课程质量;突破“孤岛效应”,重构教育“生态圈”。
Under the background of rural revitalization and education informatization 2.0, it is particularly urgent to further promote the quality and efficiency of distance training for rural teachers. Using grounded theory, this study transcribe the interview data of 15 rural teachers into texts and conducted code analysis, and constructed a model of influencing factors of teachers distance training effect. The model is Learner-Condition-Environment-Behavior(LCEB) model, including learner characteristics, ability literacy, course quality and the external environment. In order to effectively enhance the effect of distance training for rural teachers, three paths are proposed: activate endogenous motivation, and plan training vision;enhance competence, and improve course quality;break through“island effect”, and reconstruct education“ecological circle”.
作者
孔新宇
康红芹
Kong Xinyu;Kang Hongqin
出处
《教育学术月刊》
CSSCI
北大核心
2022年第10期106-112,共7页
Education Research Monthly
基金
国家社会科学基金“十四五”规划2021年度教育学一般课题“中小学教材中国家安全教育内容的编写与使用研究”(编号:BEA210118)。
关键词
乡村教师
远程培训
影响因素
rural teachers
distance training
influencing factor
