网络环境下教师学习共同体的构建研究

发布时间：2018-02-21 12:50

本文关键词： 学习共同体教师专业发展网络在线学习　出处：《山东师范大学》2009年硕士论文　论文类型：学位论文

【摘要】： 随着信息技术和网络技术的迅猛发展,以及终身教育思想的广泛传播,网络学习共同体逐步成为教师进行知识建构、促进专业发展的理想学习环境。本研究紧扣交流、合作、发展三大内涵,结合现代学习理论,深入当前分析教师在线专业发展中的经验与不足,提出了网络环境下教师学习共同体的构建模型,并在此基础上进行平台的初步设计与开发。目的在于为教师学习共同体的有效构建提供理论基础和实践经验,寻求一条基于终身学习的教师专业发展新道路。论文第一章主要讨论了本研究的时代背景、理论背景、实践背景、技术背景,分析教师学习共同体的国内外研究现状,指出当前教师专业发展研究的不足,进而阐述了本文的研究问题和意义,并就研究方法进行简要的陈述。论文第二章中“教师专业发展”和“学习共同体”是两个核心概念。首先介绍了教师专业发展的相关内容;接着,阐述学习共同体的概念,并对网络环境下教师学习共同体做了明确定义;最后,分析了建构主义学习理论、分布式认知理论、群体动力学理论、学习型组织理论等对本研究的启示。论文的第三章介绍了以教师在线专业发展为主题所进行问卷调查,内容涉及被调查对象的背景、参与在线学习的态度与意识、目的、网络行为、制约因素以及期望需求等多个方面。对调查数据进行的统计和评述,旨在了解教师在线专业发展的成功经验和不足,以及探寻构建网络教师学习共同体的可能空间,提出将学习共同体的思想引入教师的网络学习中,论证了构建教师学习共同体的必要性和可行性。论文的第四章先是分析了网络环境下教师学习共同体的生态模型,认为生态观视野下的教师网络学习活动是综合的、整体协调的、可持续的,教师网络学习共同体的主要特点表现在整体的和谐、动态的平衡和广泛的联系上。然后从非正式学习视角和知识管理视角解析了教师学习共同体内部的学习模式与知识构建,最后确定网络环境下教师学习共同体的理论模型,从教师个体、群组、共同体三个不同层面做了详细阐述,并提出构建策略。论文的第五章依据网络环境下教师学习共同体的整体设计框架,从组织层、活动行为层、支持层对教师学习共同体进行了初步的设计与开发,实现了平台的基本框架和部分功能模块。论文的第六章是总结与展望。
[Abstract]:With the rapid development of information technology and network technology, as well as the wide spread of lifelong education thought, the network learning community has gradually become the ideal learning environment for teachers to construct knowledge and promote professional development. With the development of three connotations, combining with the modern learning theory, this paper deeply analyzes the experiences and shortcomings of teachers' online professional development, and puts forward the construction model of teachers' learning community under the network environment. On this basis, the platform is designed and developed in order to provide theoretical basis and practical experience for the effective construction of teacher learning community, and to seek a new path of teacher professional development based on lifelong learning. The first chapter mainly discusses the background of this research, including the time background, theory background, practice background, technical background, analyzes the current research situation at home and abroad of teacher learning community, and points out the deficiency of the current research on teacher professional development. Furthermore, the research problems and significance of this paper are expounded, and the research methods are briefly stated. In the second chapter, "teacher professional development" and "learning community" are two core concepts. Finally, it analyzes the implications of constructivism learning theory, distributed cognitive theory, group dynamics theory, learning organization theory and so on. The third chapter introduces the questionnaire survey on the subject of teachers' online professional development, which involves the background of the subjects, attitude and consciousness of participating in online learning, purpose, network behavior, etc. The statistics and comments on the survey data are aimed at understanding the successful experiences and shortcomings of teachers' online professional development, and exploring the possible space for building a learning community for online teachers. This paper proposes to introduce the idea of learning community into teachers' network learning, and demonstrates the necessity and feasibility of constructing teachers' learning community. Chapter 4th first analyzes the ecological model of the teacher learning community under the network environment, and thinks that the teacher network learning activity under the ecological view is comprehensive, overall coordinated and sustainable. The main features of the teachers' e-learning community are the harmony of the whole, the dynamic balance and the extensive connection. Then, from the perspective of informal learning and knowledge management, the paper analyzes the learning mode and knowledge construction within the teacher learning community. Finally, the theoretical model of the teacher learning community in the network environment is determined, which is explained in detail from three different levels of teacher individual, group and community, and the construction strategy is put forward. According to the overall design framework of the teacher learning community under the network environment, the 5th chapter of the paper designs and develops the teacher learning community from the organization layer, the activity behavior layer and the support layer. The basic framework and some functional modules of the platform are realized. Chapter 6th is a summary and prospect.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G434

【相似文献】