摘要
在教育数字化转型背景下,培养师范生数字化教学能力对教育变革至关重要。聚焦应用型高校师范生数字化教学能力的发展机制,采用定量方法,对2299名应用型高校的在读师范生进行问卷调查,并运用有调节的中介模型进行数据分析,重点检验技术支持学习的中介作用与自我效能感的调节作用。研究发现,技术支持学习在基础技术素养与技术支持教学之间起部分中介作用;自我效能感显著调节中介模型的直接效应与间接效应,高自我效能感不仅增强间接效应的强度,并使直接效应由负向转为正向。结果表明,师范生数字化教学能力的提升是学习活动与主观信念协同作用的结果,应用型高校应从技能、体验和心理层面构建整合性培养体系。
In the context of digital transformation in education,the cultivation of digital teaching abilities among pre-service teachers plays a vital role in educational reform.Focusing on the development mechanism of digital teaching abilities among pre-service teachers in applied universities,this study employs quantitative methods to survey 2,299 pre-service teachers from these institutions.A moderated mediation model is used to analyse the data,with a focus on examining the mediating role of technology support for learning and the moderating role of self-efficacy.The findings reveal that technology support for learning partially mediates the relationship between foundational technological literacy and technology support for teaching capabilities.Self-efficacy significantly moderates both the direct and indirect effects of this mediating model.Higher self-efficacy not only enhances the intensity of the indirect effect but also transforms the direct effect from negative to positive.The results indicate that the improvement in pre-service teachers'digital teaching abilities is the result of the synergistic interaction between their learning activities and psychological beliefs,providing theoretical support and practical guidance for universities to construct an integrated training system from the perspective of skills,experience,and psychology.
作者
刘孙发
龚兵丽
胡景
LIU Sunfa;GONG Bingli;HU Jing(Network Technology Center,Sanming University,Sanming 365004,China;School of Information Engineering,Sanming University,Sanming 365004,China;Office of Educational Administration,Sanming University,Sanming 365004,China)
出处
《三明学院学报》
2025年第5期115-124,共10页
Journal of Sanming University
基金
三明学院教育教学改革研究项目(J2110311)。
关键词
应用型高校
师范生
数字化教学能力
自我效能感
application-oriented university
pre-service teacher
digital teaching ability
self-efficacy
