|本期目录/Table of Contents|

[1]李彦敏.教师信息技术创新能力培训需求的循证研究——以小学语文教师为例[J].集美大学学报(教育科学版),2016,17(01):7-12.
　LI Yan-min.The Evidence-based Education Research on Training Needs of Innovative Application Ability of Information Technology[J].Journal of Jimei University(Education Science Edition),2016,17(01):7-12.
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教师信息技术创新能力培训需求的循证研究——以小学语文教师为例()
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《集美大学学报（教育科学版）》[ISSN:1671-6493/CN:35-1238/U]

卷:
第17卷
期数:
2016年01期
页码:
7-12
栏目:
学科教学研究
出版日期:
2016-01-28

文章信息/Info

Title:
The Evidence-based Education Research on Training Needs of Innovative Application Ability of Information Technology
作者:
李彦敏
（集美大学教师教育学院，福建厦门361021）
Author(s):
LI Yan-min
(The College of Teacher Education，Jimei University，Xiamen 361021, China)
关键词:
循证教育; 信息技术; 创新应用能力; 培训需求
Keywords:
evidence-based education ;  innovative application Ability of information technology ;  training needs
分类号:
-
DOI:
-
文献标志码:
A
摘要:
随着新媒体、新技术的飞速发展,教育信息化日益向纵深推进，信息技术创新教育教学方式势在必行。因此，教育行政部门和学校十分重视教师的信息技术创新应用能力培训。然而现行培训多为自上而下的标准培训，忽略教师的信息技术水平差异，忽视教师的实际需求，导致培训高耗低效。一线教师不断呼吁开展“真培训”。为此运用循证教育方法对教师培训需求多方循证， 循证结果显示：教师期望参加符合实际需求的培训；年轻教师比中老年教师更乐于去高校接受长时间培训；农村教师比城市教师更渴望到高校接受培训；教师更倾向于线上和线下相结合的混合培训方式；教师对培训内容的需求有很大差异，翻转课堂是教师要求培训的重点内容。
Abstract:
With the rapid development of new media technology, education informationization develop deeper increasingly, teaching mode innovation is imperative. As a result, the administrative department of education and the school attach great importance to teachers’ education teaching ability training, promoting teachers’ professional level. The current training that top-down standard training, they ignore the teachers’ different level and the teachers’ actual demand, resulting in high consumption and low efficiency of training. Teachers constantly call for “real training”. Aiming at these problems, we investigate teachers’ training needs by using the method of evidence-based education, the results of the study are as follows: The teacher expected to take part in the training to meet their demand; Young teachers than old teachers; Rural teachers are more desire to receive training in universities for a long time than urban teachers; Teachers are more inclined to the blended training way of online and offline ; Teachers have differences to the requirement of training content; The design and practice of the flip classroom are the main content of teachers’ training.

参考文献/References:

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备注/Memo

备注/Memo:
更新日期/Last Update: 2016-03-06