摘要
近年来,基于网络的教师发展心理研究受到越来越多研究者的关注。以外语教师信息素养自我效能和网络教学态度作为研究视角,采用问卷调查了57名英语专业教育硕士。调查发现,虽然教师信息素养自我效能是其网络教学态度的有效预测变量,但两者发展并不平衡。其中,教师的网络教学态度比较积极,6个维度中感知有用性均值最高;而教师信息素养自我效能相对较低,4个维度中信息生成能力效能最低。
This study was designed to explore the relationship between foreign language teachers＇ information literacy self-efficacy and their attitudes toward web-based teaching.57 teachers who were participating in Master of Education Program,were investigated.The two instruments used to assess teachers＇ information literacy self-efficacy（ILS）and their attitudes toward web-based teaching（AWT）revealed high reliability.The results showed that although the teachers＇ ILS was the important predictor of their AWT,yet the two were not balanced.The teachers had more positive attitudes toward web-based teaching while they had comparatively low information literacy self-efficacy.
出处
《西北师大学报（社会科学版）》
CSSCI
北大核心
2010年第5期96-102,共7页
Journal of Northwest Normal University(Social Sciences)
关键词
外语教师
信息素养自我效能
网络教学态度
foreign language teachers
information literacy self-efficacy
attitudes toward web-based teaching
