教师信息技术应用能力发展的可持续方略——学习生成的视角

发布时间：2018-04-28 15:44

本文选题：学习生成 + 教师信息技术应用能力发展　；参考：《电化教育研究》2016年04期

【摘要】：学习生成的视角迎合了教师信息技术应用能力发展本身的需求,强调让能力提升回归教师主体、回归实践,尊重并认可教师学习应用技术的动态性、发展性和创造性。文章从哲学、心理学和教师学习相关理论脉络中梳理了学习生成的内涵;从教师学习的自身诉求、能力发展本身的特点及已有的实践经验等三个方面论证了生成视角的合理性;采用哈瑞的学习环路模型作为框架,从机理、境域和支持等三个层面分析了学习生成的四次转变过程及教师信息技术应用能力发展的内在逻辑;从教师成长、资源生长和文化影响等三个角度考察了学习生成的状态;最后以山东大规模远程研修项目为案例分析了学习生成的整个过程。
[Abstract]:The perspective of learning generation caters to the needs of the development of teachers' information technology application ability. It emphasizes that the ability to improve and return to teachers' main body, to return to practice, to respect and recognize the dynamic, developmental and creative nature of teachers' learning applied technology. This paper combs the connotation of learning generation in the context of philosophy, psychology and teachers' learning theories, demonstrates the rationality of the generation perspective from three aspects: the teachers' own demands of learning, the characteristics of the ability development itself and the existing practical experience. Using Harry's learning loop model as the framework, this paper analyzes the four transformation processes of learning generation and the internal logic of teachers' information technology application ability development from the three aspects of mechanism, situation and support, and analyzes the development of teachers' ability to apply information technology from the perspective of teachers' growth. The state of learning generation is investigated from the perspectives of resource growth and cultural influence, and the whole process of learning generation is analyzed by taking the large-scale distance study project in Shandong province as a case study.
【作者单位】：华东师范大学教育信息技术学系;华东师范大学开放教育学院;
【基金】：教育部人文社科2015年度规划基金项目“基于大数据的教师在线培训质量分析工具研究”(课题编号:15YJA880087) 全国教育科学规划“十一五”规划国家青年基金课题“面向教师专业发展的在线案例学习模式研究”(课题编号:CFA090131)
【分类号】：G434;G451

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