中国电化教育
中國電化教育
중국전화교육
CET CHINA EDUCATIONAL TECHNOLOGY
2014年
10期
16-22
,共7页
知识创生%网络教研%实践性知识%活动设计
知識創生%網絡教研%實踐性知識%活動設計
지식창생%망락교연%실천성지식%활동설계
Knowledge-creation%Network-based Teaching and Research%Practical Knowledge%Activity Design
网络教研作为传统教研的一种有效补充，是教师专业发展的重要途径。通过调研发现，网络教研互动不足、活动流于形式是实施过程中的突出矛盾。该文从教师实践性知识的特点出发，借助网络教研环境在知识创生方面的突出优势，构建了基于教师实践性知识创生的网络教研活动框架和策略，尝试突破网络教研互动深度不足的瓶颈，促进网络教研深度开展。通过为期三个月的实证研究，发现：从个体与组织实践性知识创生视角来设计教研活动能够提高教研的满意度；反思能够促进个体知识创生水平由浅入深；协作交流促进个体与组织知识创生水平同步进化。可见，基于实践性知识创生的网络教研活动能够在一定程度上解决网络教研面临的问题，促进网络教研的深入有序发展，而教研顺利开展的同时，教师的个体知识也在不断发展。
網絡教研作為傳統教研的一種有效補充，是教師專業髮展的重要途徑。通過調研髮現，網絡教研互動不足、活動流于形式是實施過程中的突齣矛盾。該文從教師實踐性知識的特點齣髮，藉助網絡教研環境在知識創生方麵的突齣優勢，構建瞭基于教師實踐性知識創生的網絡教研活動框架和策略，嘗試突破網絡教研互動深度不足的瓶頸，促進網絡教研深度開展。通過為期三箇月的實證研究，髮現：從箇體與組織實踐性知識創生視角來設計教研活動能夠提高教研的滿意度；反思能夠促進箇體知識創生水平由淺入深；協作交流促進箇體與組織知識創生水平同步進化。可見，基于實踐性知識創生的網絡教研活動能夠在一定程度上解決網絡教研麵臨的問題，促進網絡教研的深入有序髮展，而教研順利開展的同時，教師的箇體知識也在不斷髮展。
망락교연작위전통교연적일충유효보충，시교사전업발전적중요도경。통과조연발현，망락교연호동불족、활동류우형식시실시과정중적돌출모순。해문종교사실천성지식적특점출발，차조망락교연배경재지식창생방면적돌출우세，구건료기우교사실천성지식창생적망락교연활동광가화책략，상시돌파망락교연호동심도불족적병경，촉진망락교연심도개전。통과위기삼개월적실증연구，발현：종개체여조직실천성지식창생시각래설계교연활동능구제고교연적만의도；반사능구촉진개체지식창생수평유천입심；협작교류촉진개체여조직지식창생수평동보진화。가견，기우실천성지식창생적망락교연활동능구재일정정도상해결망락교연면림적문제，촉진망락교연적심입유서발전，이교연순리개전적동시，교사적개체지식야재불단발전。
The Network-based teaching and research, as an effective supplement of traditional teaching and research, becomes an important way to improve teachers’ professional development. Other studies have shown that insufifcient network-based interaction and shallow-level activity were a prominent contradiction in the process of implementation. Viewed from the characteristics of teachers’ practical knowledge and the prominent advantage of knowledge creation in the environment of network-based teaching and research, the study builds a network-based teaching and research activity framework and strategy based on teachers’ practical knowledge creation. It may break the lack of interactive depth and promote the smooth progress in network-based teaching and research. Through three months of empirical research, the study has found some interesting conclusions. To design activity from the perspective of individual and organization practical knowledge creation can improve the satisfaction of teaching and research;Reflection can promote individual deep knowledge creation; Collaborative communication can promote concurrent evolution of individual and organizational knowledge creation. In all, to a certain extent network-based teaching and researching activities based on the practical knowledge creation can solve some puzzles and promote smooth progress in network-based teaching and research. At the same time, the teacher’s individual knowledge also has a continuous development.
