共查询到20条相似文献，搜索用时 140 毫秒
1.
英国中小学课程政策的影响因素分析 总被引：1，自引：1，他引：0
制约和影响英国中小学课程政策的因素十分复杂.然而,纵观英国课程改革和发展的历史进程,我们仍能发现,英国中小学的课程政策和各项改革措施无不受到英国实用主义的教育历史与文化传统、社会经济发展、主流政治意识形态、杰出政治家和教育家的关键作用以及其他欧盟国家和美国课程思想等因素的制约和影响. 相似文献
2.
影响信息技术在中小学教育中应用的有效性的关键因素的调查研究 总被引：5，自引：0，他引：5
影响信息技术在中小学教育中有效应用的因素很多,本文通过对我国教育技术领域的相关专家和教学一线的教师进行访谈和问卷调查,最终得出影响我国信息技术应用的有效性的三方面关键因素,即学校领导因素、教师因素和环境因素,并根据这些因素之间的关系形成了一个初步的因素模型,以期对实现信息技术在我国中小学教育中应用的有效性有所助益。 相似文献
3.
《华东师范大学学报(教育科学版)》2017,(6)
随着信息化时代的到来,教育信息技术在教育改革和发展中的作用越来越凸显。本文通过对我国291所各级各类中小学的11 190名专任教师的调查结果进行分析,重点探讨我国中小学教师教育信息技术应用的基本情况及其年龄差异、性别差异、学历差异和地域差异,中小学教师教育信息技术的应用与其专业背景和任教学科的关系,与相关培训和专业活动的关系,以及与教育教学效果的关系等。文章对影响我国中小学教师教育信息技术应用的诸因素进行了分析,并提出了相应的政策建议。 相似文献
4.
本报告首先介绍了十年来在政府推动下中国农村中小学教育信息化建设和应用的政策、措施和投入,特别是教育部、发改委、财政部等共同实施的农村中小学现代远程教育工程。分析了中西部农村学校在教育教学过程中发生的变化,以及产生这些变化的关键影响因素。剖析在国家提高教育质量,促进教育公平背景下农村中小学ICT应用中存在的问题,结合《国家中长期教育改革与发展规划纲要》,分享中国今后十年,在推进农村中小学ICT应用方面将要确定目标和为实现目标所准备采取措施。 相似文献
5.
创业教育作用机制的社会学研究 总被引：1，自引：0，他引：1
陈育芳 《江西广播电视大学学报》2010,48(4):64-68
通过对福建高校学生的问卷调查和教师的个案访谈,结合文献检索的方法,发现创业教育受到宏观社会系统、中观学校因素和微观个体资质等不同程度的影响。社会的政策环境、经济环境、文化环境,学校的教学环节、实践机制、环境系统,个体的创业意识、创业品质、创业知识、创业能力,都深刻影响着创业教育的深入开展。 相似文献
6.
教师身份认同的影响因素分析 总被引：1，自引：0，他引：1
影响教师身份认同的因素主要包括来自宏观层面的国家教育政策、中观层面的学校组织文化和微观层面的教师个体知识与态度等。对这些因素的分析,有助于我们更深入地认识教师身份认同在教育变革过程中的重要价值。 相似文献
7.
曹惠容 《乐山师范学院学报》2012,27(6):119-121,129
影响新加坡教师教育政策制定的因素很多,仅宏观层面就涉及政治、经济、教育环境等因素。本文试图从新加坡中央集权的政治制度、经济状况以及教育环境等方面,探讨其教师教育政策制定的宏观影响因素。 相似文献
8.
随着中小学普及信息技术教育进程的加快,越来越多的农村中小学也随着时代的脚步开设了信息技术必修课,但是,农村学校的信息不灵通、经济较城市落后、教育起点较低、师资力量较薄弱、学校规模小等因素,致使农村学校信息技术教育发展较慢。 相似文献
9.
美国影响信息技术在学校教育中有效应用的因素分析 总被引：6，自引：0，他引：6
美国开展信息技术教育应用的历史比较长，且很早就开始研究信息技术投入的有效性问题。章从三个不同视角即革新推广和实施的角度、影响教师应用的角度和其他相关研究分别介绍和分析了美国影响信息技术在学校教育中应用的因素，希望能对我国信息技术在中小学教育中有效应用具有借鉴意义。 相似文献
10.
阎岩 《教育界(基础教育)》2020,(2):83-84
经济与科学技术飞速发展的今天,教育要在课程体系、教学内容以及教学方式等方面积极地做出调整和转变,以实现教育与信息技术的有效结合.本文主要分析了教育方法与信息技术相结合的特点,概述了信息技术在中小学教育中应用的具体表现,简述了国外中小学教育中信息技术的应用情况,提出了我国中小学基础教育中提升信息技术应用效果的策略,以供参考. 相似文献
11.
Ulf Fredriksson Gunilla Jedeskog Tjeerd Plomp 《Education and Information Technologies》2008,13(2):83-101
The European e-Learning Forum for Education (ELFE) is a project initiated by the ETUCE (European Trade Union Committee on Education). An important objective of the project has been to study good experiences with implementing the use of ICT in schools. This objective has been broken down in seven operational research questions. Three of these questions will be discussed in this article: (1) What difference does the use of ICT make in schools where ICT is intensively used for instructional/pedagogical purposes? (2) How are the students influenced by this different way of teaching as compared to the traditional classroom education, both individually and as a collective? 3) What factors influence the intensive pedagogical use of ICT? The ELFE study applied a case study approach. Three innovative schools in each of five European countries (Denmark, England, Germany, Norway and Portugal) were purposively selected. Data were collected via questionnaires, interviews, observations and school documents. The findings resulting from the ELFE schools case studies illustrate that the implementation of ICT for teaching and learning may influence the functioning of schools in a number of ways. One can also conclude that students like working with computers and that they have no ‘instrumental’ problems. A number of factors seem to influence the successful implementation of ICT at school level such as a good infrastructure, a clear vision, policy and strategy. A crucial factor is support from national, regional and local authorities, as well as from the school leadership and parents. 相似文献
12.
Information and communications technology (ICT) now plays a prominent role in pre-service teacher education programmes across the globe. Despite this emphasis, research indicates that pre-service teachers’ use of ICT is often less than expected, even though they express positive opinions of its benefits. This study aimed to explore pre-service teachers’ views of ICT and consider the function of their expressed opinions. This longitudinal study, using one-to-one semi-structured interviews, was conducted with pre-service teachers on entry and on completion of a one-year Masters programme in Spain. The pre-service teachers held quite traditional views of teaching and learning, presenting teaching in an either–or manner – either ICT supported or non-ICT supported. They also spoke positively about ICT while simultaneously expressing reservations about it. The article argues that these contradictory positions may be a result of the need to navigate two competing environments, the higher education institution and the practicum school, where expectations of ICT use may differ. The article explores this performative function of their talk. 相似文献
13.
基础教育信息化可持续发展的战略思考 总被引：3，自引：0，他引：3
当前我国基础教育信息化发展取得了巨大成绩,然而在体制、机制、设施、标准、培训、资源等方面面临困难,而核心问题主要在宏观政策、财政投入与教育体制三个方面。文章认为,要实现教育信息化可持续发展,除国家应保证有效投入外,充分调动内、外部力量,实现教育信息化发展评估的制度化与透明化,构建基于内外互动的教育技术应用支持服务体系是今后促进教育信息化发展的努力方向。 相似文献
14.
文章从信息化的理论基础及实践应用维度,探讨了教育信息化的构建结构及其组成因素。作者指出,教育信息化是一个复合型的概念,其中既有技术性的因素,也有非技术性的因素,它们共同影响着教育信息化的建设和发展。从社会变迁的维度看,教育信息化的中心任务是完成"个人"的现代化和信息化;从学校组织和管理的维度看,教育信息化是一个多层面的机构改革和完善过程:校园信息化、教学信息化、管理信息化等要素综合地构成了教育信息化发展的全景蓝图。最后,文章还对教育信息化的发展阶段及制约因素进行了多方面的论述。 相似文献
15.
During the school year 2008?C2009, the Ministry of Education and Training of Vietnam launched the ??Year of ICT?? to produce a breakthrough in educational innovation. In light of this development we have carried out a policy analysis to study the national vision on ICT in education. The policy analysis takes into account a decade of governmental policy guidelines on ICT and education, starting from 2000??the year that the Ministry announced its Master Plan for ICT in education. A critical analysis puts rationales in perspective. Exploratory analysis at the level of five provincial teacher education institutions sheds light on the impact of these guidelines in teacher education. 783 educators completed a self-report questionnaire addressing factors of access, capacities and actual use of ICT in teaching practice. To assess the adopted discourse and operational planning, technology plans of the different institutions are analyzed. It is argued that unbalanced operational planning in the technology plans led to a gap between the current rhetoric in policy guidelines, vision statements of the institutions and the reality in teaching practice. 相似文献
16.
Jerry Wellington 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(2):233-244
The use of ICT (information and communication technology) in homes is growing faster than its use in schools and colleges—and there are already more systems in homes than in educational settings. This article argues that we should attempt to enter the area which most research on ICT in education tends to ignore: the secret garden of the learner at home. It is based partly on two pilot case-studies of secondary schools and a small sample of their students. Given the paucity of research in this area the article poses more questions than it answers. What are the implications of ICT use at home for teachers in schools? Do home systems interfere with school education or can they be used to enhance it? How should teachers respond to, and assess, work done using home ICT? Is the home situation widening the gap between one set of pupils (the "haves" of ICT) and another? Suggestions for school policies and action research for the future are put forward. 相似文献
17.
Niki Davis Christina Preston Ismail Sahin 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(5):861-878
A pair of papers re-examined the evidence from a national initiative to train all teachers in England to bring them up to the level of newly qualified teachers, who are required to know when to use and when not to use information and communication technologies (ICT) in their professional practice. The first paper confirmed that multilevel evaluation of professional development was robust for ICT teacher training. This second paper contrasts the highest and lowest rated designs for ICT teacher training: an 'organic' approach that provided training in schools was highly rated, whereas a centralised computer-assisted learning approach with online access to trainers was the lowest rated design. The study supports an ecological view of the diffusion of ICT innovations in education and recommends that ICT teacher training be designed to support evolution of each teacher's classroom, school and region, as well as the training of the ICT teacher trainers. 相似文献
18.
ICT and Community of Practice 总被引：2，自引：1，他引：1
The paper describes an action research study investigating ICT as an integrated artefact in lower secondary schools in Norway. The study is part of a national project called PILOT, which focuses on the pedagogic use of ICT in education. The aim of the project is to develop an understanding of how ICT can become an integrated part of the teaching process and the case study focuses on how ICT impacts the design of practice fields towards a community of practice concept in one PILOT school at the lower secondary school level. The findings from questionnaires, observations and interviews with the principal, teachers and students revealed that implementing ICT in parallel with other innovations and dismantling “preserving structures” has contributed positively towards developing the practice field and achieving the different aims for the school. The school has avoided an incremental implementation of ICT, and this seems to be an important strategy for the school's design towards a community of practice concept. 相似文献
19.
Erdo?an Tezci 《Educational technology research and development : ETR & D》2011,59(3):429-443
The current study aimed at identifying Turkish primary school teachers’ perceptions of school culture regarding ICT integration
in education. In addition, the current study was designed to investigate factors that might influence their perceptions. The
participants were 1540 primary school teachers. The findings revealed that the teachers’ perceptions regarding school culture
in both motivational and technical aspects were not positive. Gender, ownership of a personal computer, Internet access, professional
experience, and weekly computer use seemed to play an important role in the perceived school culture regarding ICT integration
in education. 相似文献
20.
Neil Selwyn & Kate Bullon 《British journal of educational technology : journal of the Council for Educational Technology》2000,31(4):321-332
This article reports on a study of 267 primary children (Year 2 and 6) in five schools in South and Mid Wales. It examines their use of information and communications technology (ICT) both in school and at home using a combination of interview and questionnaire data. These data reveal that although the vast majority of children are making some use of computers in school, patterns of sustained and varied engagement with ICT are rare; with educational use of computers curtailed by a variety of classroom factors. Moreover, although many children could be considered to be sophisticated and knowledgeable consumers of ICT, their outside-of-school access to technology is varied. The findings raise questions about the nature of ICT use in primary classrooms and the need to ensure meaningful and regular access to technology in school for all children. 相似文献