网络环境下教师跨学科协作学习研究

发布时间：2018-01-15 10:39

本文关键词：网络环境下教师跨学科协作学习研究　出处：《华东师范大学》2008年博士论文　论文类型：学位论文

【摘要】： 为顺应基础教育课程改革发展的需要,教师在工作和学习中需要涉猎其它学科和领域的知识,与其他学科甚至其它领域和地域的教师进行对话、交流与合作。本文拟建立起一个具有可操作性的教师跨学科协作学习的模式,并且从多个角度对在线跨学科交流进行评价。主要研究内容如下: 1、通过文献回顾和理论分析,研究教师跨学科协作学习的理论基础。从非正式交流、学习共同体、社会网络理论等角度,分析影响教师在线跨学科交流的因素。 2、构建一个教师跨学科协作学习的平台,组织一些跨学科性质课程的教师,形成在线的学习共同体。在实现在线学习共同体的过程中,着重研究以下问题:第一,如何将自上而下与自下而上的跨学科协作学习模式结合,既能快速地形成在线共同体,又能使共同体具有可持续性,吸引更多的教师参与。第二,如何利用社会网络、知识交流等理论改进教师跨学科的协作学习。 3、根据相应的案例,利用多种方法评价教师跨学科社会网络的形成、跨学科知识的建构、在线的交互状况等。从理论角度上讲,本研究有助于研究者从多角度共同揭示教师在线跨学科协作学习的特征,揭示教师在线跨学科交流过程中,哪些因素能够加强在线的社会网络连接、强化社会场景的经验、促进知识的建构、提高在线协作的积极性。从实践角度上讲,本研究设计了一个开放的自下而上与自上而下相结合的教师在线跨学科协作学习模式,使专家、教师、志愿者、教研员等容易形成一个在线的跨学科的学习共同体。
[Abstract]:In order to meet the needs of the reform and development of basic education curriculum, teachers need to dabble in knowledge of other subjects and fields in their work and study, and engage in dialogue, exchange and cooperation with teachers in other disciplines and even other fields and regions. This paper intends to establish an operational model of teachers' interdisciplinary collaborative learning and evaluate online interdisciplinary communication from many angles. The main research contents are as follows: 1. Through literature review and theoretical analysis, this paper studies the theoretical basis of teachers' interdisciplinary collaborative learning from the perspective of informal communication, learning community, social network theory and so on. This paper analyzes the factors that affect teachers' online cross-disciplinary communication. 2. Construct a platform for teachers' interdisciplinary collaborative learning, organize some teachers of interdisciplinary courses, and form an online learning community. In the process of realizing the online learning community. Focus on the following issues: first, how to combine top-down and bottom-up interdisciplinary collaborative learning model, can not only quickly form an online community, but also make the community sustainable. Second, how to use social network, knowledge exchange and other theories to improve teachers' interdisciplinary collaborative learning. 3. According to the corresponding cases, the formation of teachers' interdisciplinary social network, the construction of interdisciplinary knowledge and the online interaction are evaluated by various methods. From a theoretical point of view, this study is helpful for researchers to jointly reveal the characteristics of teachers' online interdisciplinary collaborative learning from multiple perspectives, and to reveal the process of teachers' online interdisciplinary communication. What factors can strengthen the online social network connection, strengthen the experience of social scene, promote the construction of knowledge, improve the enthusiasm of online collaboration. This study designed an open bottom-up and top-down teacher online interdisciplinary collaborative learning model to enable experts, teachers, volunteers. Teaching and research staff are easy to form an online cross-disciplinary learning community.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2008
【分类号】：G434

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