ATTITUDE OF PUPIL TEACHERS TOWARDS USING CYBER RESOURCES

In the last two decades, rapid developments in information technology, such as the Internet, have made considerable and dramatic impact on contemporary educational practice. For example, the Web-based teaching and learning where educators integrate the cyber resources into instructional practice can not only provide learners with distant, interactive, broad, individualized and inquiry-oriented learning activities, but also promote their knowledge construction and meaningful learning. As<br>the cyber resources are broadly used for educational purposes, pupil teachers may have more rich<br>experiences of utilizing the cyber resources. However, while students have increasingly more<br>opportunities to utilize the Internet to enhance their learning outcomes, studies about the nature of<br>learners' Web use have not kept pace with their usage of the Internet. As a result, the nature of students'<br>Web use, such as their perceptions, attitudes and self-efficacy toward the Internet, should be highlighted<br>by educational researchers.近二十年来，以互联网为代表的信息技术迅猛发展，对当代教育实践产生了显著且深远的影响。例如，教育者将网络资源融入教学实践的基于网络的教与学模式，不仅可为学习者提供远程、互动、覆盖范围广泛、个性化且兼具探究导向的学习活动，还能助力其开展知识建构与有意义学习。随着网络资源被广泛应用于教育领域，师范生在网络资源使用方面可积累更为丰富的实践经验。然而，尽管学生借助互联网提升学习成效的机会与日俱增，但针对学习者网络使用本质的研究，却未能跟上其互联网使用普及的步伐。因此，教育研究者应重点关注学生的网络使用本质，例如其对互联网的认知、态度与自我效能感。