摘要
根据成人学习理论和高校教师信息化教学能力内涵,提出高校教师信息化教学能力培养应遵循教学发展、设计整合、分层递进、问题导向、行动本位、服务支持等原则,设计建构了"三层次、六类型、五阶段"的高校教师信息化教学能力培养模式,分析其应用,提出从政策驱动下的被动学习到技术驱动下的带动学习、再到发展驱动的主动学习都是高校教师信息化教学能力提升的重要策略。
The cultivation principle of university teachers＇ informationalized teaching ability such as teaching development, design and integration, delaminating and progressive, problem-orientated, action-oriented, service and support, were brought forward based on adult learning theory and connotation of university teachers＇ informationalized teaching ability. The ＂three-layer, six-type, five-stage＂ cultivation model of university teachers＇ informationalized teaching ability had been designed and created, and its application had been analyzed. All from policy-driven passive learning to technique-driven impelling learning, finally to development-driven active learning were important strategy to promote university teachers＇ informationalized teaching ability.
出处
《现代教育技术》
CSSCI
2012年第10期33-36,共4页
Modern Educational Technology
基金
重庆市高等教育教学改革研究重大项目"高校教师教学能力培养机制与评价模式研究与实践"(1201001)
重庆工商大学教研项目"我校教师教学发展策略与实践研究"(11345)资助
关键词
成人学习理论
高校教师
信息化教学能力
培养原则
培养模式
adult learning theory
university teachers
informationalized teaching ability
cultivation principle
cultivation model
