| 教师教育技术能力培训的三要素模式 |
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| 引用本文： | 缪蓉,施枫.教师教育技术能力培训的三要素模式[J].现代教育技术,2010,20(3):52-56. |
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| 作者姓名： | 缪蓉 施枫 |
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| 作者单位： | 1. 北京大学,教育学院教育技术系,北京,100871
2. 中央电化教育馆,北京,100031 |
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| 摘 要： | 教师的在职教育被认为是促进教师提高自身素养、提高教学质量的重要举措。对教师在职教育的重要性和意义的认识已经成为基本共识,但是如何提高教师在职教育的成效仍然是人们关注并进行研究的重要问题。在对需求导向的陕西农村中小学教师教育技术能力培训项目所设计、实施的培训进行总结的基础上,参考四要素教学设计模型,文章提出针对教师教育技术能力培训的三要素模式,即学习任务、条件性知识和后续支持。
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| 关 键 词： | 教育技术能力 培训模式 三要素 |
Three Factors for Teachers' Educational Technology Competency Training |
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| MIAO Rong,SHI Feng.Three Factors for Teachers' Educational Technology Competency Training[J].Modern Educational Technology,2010,20(3):52-56. |
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| Authors: | MIAO Rong SHI Feng |
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| Institution: | MIAO Rong1 SHI Feng2 (1.Department of Educational Technology,Peking University,Beijing,100871,China,2. National Center for Educational Technology,100031,China) |
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| Abstract: | Teachers’ in-service education is believed as the important way to their professional development and their teaching improvement. Although we get the significance, we also try to find the effective and efficient way.Based on the design and implement for Shanxi Rural Teacher’s Educational Technology Competency Training Project, we induce three factors for teachers’ educational technology competency training： task, conditional knowledge and support. |
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| Keywords: | Educational Technology Competency Training Model Three Factors |
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