教师工作坊在线讨论深度及影响因素研究

发布时间：2018-03-22 21:23

本文选题：教师工作坊　切入点：在线讨论深度　出处：《华东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：随着信息技术的迅猛发展,为了解决目前教师培训中存在的项目分散、内容泛化、标准不全、模式单一、质量监控薄弱等突出问题,在教育部相关文件的指导下,基于工作坊的教师研修模式应运而生。在线讨论是教师工作坊研修不可缺少的组成部分,是工作坊活动的灵魂,在线讨论深度直接影响到教师的深度学习与研修质量。然而教师工作坊作为一种新的教师研修模式,其在线讨论深度的现状如何?存在哪些问题?讨论过程分别受到哪些因素的影响?如何提高教师工作坊的在线讨论深度?探讨这些问题对于促进教师专业发展具有重要的意义。本研究以浙江省2016下半年信息技术应用能力提升工程的教师工作坊作为研究对象,对教师工作坊在线讨论深度及影响因素进行研究。文章共分为6章。第一章:绪论。介绍了研究背景、研究意义、研究内容与方法等;第二章:理论基础与研究现状分析。首先以学习共同体理论、深度学习理论与建构主义学习理论作为理论基础,分析教师工作坊在线讨论深度的特征及过程,并在此基础之上结合教师工作坊的特点确定评价在线讨论深度的指标及本研究要探讨的三个影响要素:讨论主题、坊主支持、同伴互动,接着对教师工作坊及在线讨论深度的研究现状进行综述,阐述了本文的研究依据;第三章:研究设计与实施。首先通过对工作坊中的讨论帖进行内容分析,了解教师工作坊在线讨论现状,并通过比较不同分组的工作坊在线讨论深度差异,对影响因素进行验证。其次在内容分析与文献分析的基础之上,设计了针对坊内学员的关于在线讨论深度及影响因素调查量表;第四章:问卷数据分析。主要使用SPSS对问卷调查数据描述性分析、群体差异性分析及相关性分析,深度探究了工作坊在线讨论深度特征及讨论深度各阶段与影响因素各子项目间的关系;第五章:研究结论与策略建议。根据对讨论帖的内容分析及问卷调查得到本研究的结论,并在此基础之上提出提高教师工作坊在线讨论深度及研修质量的策略;第六章:结语。对本研究的创新及不足之处进行阐述。
[Abstract]:With the rapid development of information technology, in order to solve the outstanding problems in teacher training, such as project dispersion, content generalization, incomplete standard, single mode, weak quality control and so on, under the guidance of relevant documents of the Ministry of Education, On-line discussion is an indispensable part of teacher workshop and the soul of workshop activity. The depth of online discussion has a direct impact on the quality of teachers' in-depth learning and training. However, what is the current situation of the online discussion depth of teacher workshops as a new mode of teacher research? What are the problems? What factors affect the discussion process? How to improve the depth of online discussion in teacher workshops? It is of great significance to explore these problems for the promotion of teachers' professional development. The article is divided into six chapters. Chapter 1: introduction. Introduces the research background, research significance, research content and methods. Chapter two: theoretical basis and research status. Firstly, the characteristics and process of online discussion depth of teacher workshops are analyzed based on learning community theory, deep learning theory and constructivism learning theory. On the basis of this, combining with the characteristics of the teacher workshop, the index of evaluating the depth of online discussion and the three factors of influence to be discussed in this study are determined: discussion theme, workshop owner support, peer interaction, and so on. Then it summarizes the current research situation of teachers' workshops and the depth of online discussion, and expounds the research basis of this paper. Chapter three: research design and implementation. First, through the content analysis of the discussion posts in the workshop, To understand the current situation of online discussion of teacher workshops, and to verify the influencing factors by comparing the depth of online discussion of workshops in different groups. Secondly, based on the analysis of content and literature, The questionnaire about the depth of online discussion and the influencing factors is designed for the students in the workshop. Chapter 4: questionnaire data analysis. The main use of SPSS to the questionnaire data descriptive analysis, group difference analysis and correlation analysis, This paper probes into the relationship between the characteristics of the online discussion depth, the stages of the discussion depth and the sub-items of the influencing factors. Chapter 5: the conclusions of the research and the suggestions of the strategies. According to the content analysis of the discussion posts and the questionnaire survey, the conclusions of this study are obtained. On the basis of this, the author puts forward the strategies to improve the online discussion depth and the quality of the teacher workshop. Chapter VI: conclusion. The innovation and deficiency of this study are expounded.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434;G451

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