CAJ | 학술논문

当前“教师是如何学习的”这一根本问题没有得到足够的重视，从概念转变这一视角切入的研究也没有深入考察个体转变的社会—认知动力。该文选定Wiki支持的校际课例研究这一特定情境，采用情境化的视角，将个体认知与社会交互相联系，将其放置在活动系统中进行考察。案例研究发现，校际课例研究的成员形成了星形互动结构，其中处于中心的个体实现了一定程度的概念转变，而反差大、丰富性适中的概念性评论正是引发转变的重要条件。建议尝试更大规模的校际课例研究，引入课例研究主持人并注重互动平台的整合性和易用性。
당전“교사시여하학습적”저일근본문제몰유득도족구적중시，종개념전변저일시각절입적연구야몰유심입고찰개체전변적사회—인지동력。해문선정Wiki지지적교제과례연구저일특정정경，채용정경화적시각，장개체인지여사회교호상련계，장기방치재활동계통중진행고찰。안례연구발현，교제과례연구적성원형성료성형호동결구，기중처우중심적개체실현료일정정도적개념전변，이반차대、봉부성괄중적개념성평론정시인발전변적중요조건。건의상시경대규모적교제과례연구，인입과례연구주지인병주중호동평태적정합성화역용성。
For teacher, “How to learn” was fundamental but had not been paid much close attention. The tentative answer from the perspective of conceptual change did not highlight the socio-cognitive dynamics as well. This research investigates the dynamics in the activity system of Wiki-enhanced lesson study in a situative approach. The case study illustrates that the interaction structure is similar to a star network, in whose center the individual experiences some conceptual changes. Conceptual interactions with a medium level of redundancy and sensible polarity are particularly conducive to conceptual changes. Furthermore, we suggest that interscholastic lesson study in larger scale are worthy of trial, facilitator should be introduced, and the interaction channels and usability of the technology platform should be highlighted.