CAJ | 학술논문

教师的学习是基于案例的情境学习、基于问题的行动学习、基于群体的合作学习、基于原创的研究学习、基于经验的反思学习。而我国目前的教师教育技术能力培训模式，往往不能体现教师学习的上述特征。该文结合Web2.0技术主动创造、共建共享的特点，依据教师学习的六大特征，在培训系统理论、绩效理论等的指导下，从组织-人员-任务三结合的培训需求分析、学员参与的系统化培训方案制定、“三位一体”教师教育技术能力培训实施过程、内部绩效与外部适应绩效相结合的培训绩效评价及培训后继工作等多个方面建构出Web2.0环境下教师教育技术能力培训模式。
교사적학습시기우안례적정경학습、기우문제적행동학습、기우군체적합작학습、기우원창적연구학습、기우경험적반사학습。이아국목전적교사교육기술능력배훈모식，왕왕불능체현교사학습적상술특정。해문결합Web2.0기술주동창조、공건공향적특점，의거교사학습적륙대특정，재배훈계통이론、적효이론등적지도하，종조직-인원-임무삼결합적배훈수구분석、학원삼여적계통화배훈방안제정、“삼위일체”교사교육기술능력배훈실시과정、내부적효여외부괄응적효상결합적배훈적효평개급배훈후계공작등다개방면건구출Web2.0배경하교사교육기술능력배훈모식。
Teacher’s learning is Case-based Situated Learning, Problem-based Aaction Learning, Group-based Cooperation Learning, Originality based Inquiry Learning and Experience based Reflective Learning. But, most of the training models for teachers’ educational technology ability can’t relfect above teachers’ learning characteristics. Guided by training system theory and performance theory, this paper constructed Web2.0-based Training Model for teachers’ educational technology ability, which include:‘organization-faculty-task’ training requirement analysis, trainee participated systematic training plan design, trinity training process, internal operation performance and external adaptive performance combined performance evaluation and post-training services.