|本期目录/Table of Contents|

[1]黄斌,姚梅莎,吴成龙.职前教师教育技术能力框架、发展目标与预测模型[J].集美大学学报(教育科学版),2024,25(04):69-79.
　HUANG Bin,YAO Mei-sha,WU Cheng-long.Pre-serviceTeachers’ Educational Technology Ability Framework,Development Goals and Prediction Model under the Background of Smart Education[J].Journal of Jimei University(Education Science Edition),2024,25(04):69-79.
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《集美大学学报（教育科学版）》[ISSN:1671-6493/CN:35-1238/U]

卷:
第25卷
期数:
2024年04期
页码:
69-79
栏目:
教育教学研究
出版日期:
2024-09-20

文章信息/Info

Title:
Pre-serviceTeachers’ Educational Technology Ability Framework,Development Goals and Prediction Model under the Background of Smart Education
作者:
黄斌; 姚梅莎; 吴成龙
西华师范大学教育学院，四川 南充 637009
Author(s):
HUANG Bin; YAO Mei-sha; WU Cheng-long
School of Education,China West Normal University,Nanchong 637009,China
关键词:
智慧教育; 职前教师; 教育技术能力; 能力标准; 预测模型
Keywords:
Smart Education; Pre-service Teachers; Educational Technology Ability; Competency Standards; Predictive Models
分类号:
-
DOI:
-
文献标志码:
A
摘要:
为使教师教育技术能力培养和培训达到“需要”与“可能”的统一，遵循教师教育一体化理念，首先对教师发展全过程进行了理性把握和综合考量，设计了包含意识与责任、知识与技能、设计与开发、应用与评价、科研与发展5个一级维度指标，以及15个二级维度指标的教师教育技术能力框架；其次考虑到职前培养是教师教育最为关键和基础的阶段，故以职前培养这一阶段为突破口，依据能力框架制定了职前教师教育技术能力发展目标，并参照此目标，采用G2法确定了能力框架的指标权值；最后借助BP神经网络建立了职前教师教育技术能力预测模型，探讨了职前教师的教育技术能力与其影响因素之间的关系，为预测与评估职前教师的教育技术能力提供了科学有效的方法。
Abstract:
As an inevitable trend of global education transformation in the new era,smart education not only subverts the traditional education model,but also puts forward higher requirements for teachers educational technology ability.In order to make the development and training of teachers’ educational technology ability achieve the unity of "need" and "possible",this study follows the concept of integration of teacher education,first rationally grasps and comprehensively considers the whole process of teacher development,and designs a framework of teachers’ educational technology ability that includes 5 first level dimension indicators of consciousness and responsibility,knowledge and skills,design and development,application and evaluation,scientific research and development,and 15 second level dimension indicators;secondly,considering that pre-service development is the most critical and basic stage of teacher education,taking the pre-service development stage as a breakthrough,the development goal of the pre-service teacher’s educational technology ability is formulated according to the competency framework,and with reference to this goal,the G2 method is adopted to determine the indicator weight of the competency framework;finally,using BP neural networks to build a predictive model of the educational technology ability of pre-service teachers,we discuss the relationship between the educational technology ability of pre-service teachers and their influencing factors,and provide a scientific and effective method for predicting and evaluating the educational technology ability of pre-service teachers.

参考文献/References:

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备注/Memo

备注/Memo:
更新日期/Last Update: 2024-09-24