虚拟学习社区环境下教师协作学习的问题与实证

发布时间：2018-03-29 14:15

本文选题：虚拟学习社区　切入点：教师协作学习　出处：《现代远程教育研究》2013年02期

【摘要】：教师培训作为促进教师专业化发展的重要途径,当前主要存在培训主题"行政化"、培训形式单一化、培训内容理论化、培训时间间断化和培训受益面相对窄化等弊端。虚拟学习社区环境下协作学习为教师专业发展提供了一条可持续发展的途径。虚拟学习环境下教师协作学习的理论基础包括支架理论、替代性学习理论和群体动力学理论,协作学习的类型可分为机械协作和有机协作两种。为了探究虚拟学习社区环境下持不同活动策略的主持者在促进教师协作学习的互动效果及其差异,项目组实施了案例研究,结果表明:在活动主持者动机水平一致的情况下,持解答式活动策略的主持者比持启发式活动策略的主持者更能促进教师协作学习的互动效果;教师在学习活动中应重视角色的作用,关爱学生的内心体验,重视自身学习能力的提升。
[Abstract]:As an important way to promote the professional development of teachers, teacher training mainly includes the training subject "administrative", the single form of training, and the theorization of training content. Under the virtual learning community environment, collaborative learning provides a way for teachers' professional development to develop sustainably. The principle of teachers' cooperative learning in virtual learning environment. The foundation includes the scaffold theory, Alternative learning theory and group dynamics theory, The types of collaborative learning can be divided into two types: mechanical collaboration and organic collaboration. In order to explore the interactive effects and differences of teachers' collaborative learning in virtual learning community environment, the project team carried out a case study. The results show that when the motivation level of the activity moderator is the same, the moderator with the solution activity strategy can promote the interactive effect of the teacher's cooperative learning better than the moderator with the heuristic activity strategy. Teachers should pay attention to the role of learning activities, care for the inner experience of students, and attach importance to the improvement of their own learning ability.
【作者单位】：温州大学教育信息化研究所;温州大学教师教育学院实验中心;
【基金】：2012年浙江省哲学社会科学规划立项课题“虚拟学习社区中社会性互动研究”(12JCJY12YB) 2012年浙江省教育厅科研项目“海岛区域背景下中小学教师数字化学习研究”(Y201225019) 2011年浙江省教育技术规划课题“E-Learning中知识共享的交互分析及促进策略”(RZ1109011P01)
【分类号】：G434

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