CAJ | 학술논문

教育部教师工作司发布的《网络研修与校本研修整合培训实施指南》指出，要实施网络研修与校本研修整合培训，发挥“教师工作坊”作用，引领区域性学科教师开展研修。由于混合式培训刚刚实施，“教师工作坊”研修模式研究还处于起步阶段，有待深入研究和规范。该文在认知学徒制理论指导下形成了教师工作坊研修模式，依据认知学徒制的一般步骤设计区域学科研修活动，并以活动序列为支架开展研修活动。“教师工作坊”研修模式设计旨在有效提高区域学科教师的信息技术应用能力，推动区域学科教师均衡发展。
교육부교사공작사발포적《망락연수여교본연수정합배훈실시지남》지출，요실시망락연수여교본연수정합배훈，발휘“교사공작방”작용，인령구역성학과교사개전연수。유우혼합식배훈강강실시，“교사공작방”연수모식연구환처우기보계단，유대심입연구화규범。해문재인지학도제이론지도하형성료교사공작방연수모식，의거인지학도제적일반보취설계구역학과연수활동，병이활동서렬위지가개전연수활동。“교사공작방”연수모식설계지재유효제고구역학과교사적신식기술응용능력，추동구역학과교사균형발전。
In March 2014, the ministry of education issues a documents “Integrated training guide of network research and school-based research”. Integrated training guide points out that school must implement network training and school-based training, implement the teacher workshops and lead the regional school teachers to carry out the study. Because of the hybrid training just implementation, teacher workshop training mode research is still in its infancy, andneed further investigation to standardize. In the theory of cognitive apprenticeship training workshop mode formed under the guidance of teachers, according to the general steps of cognitive apprenticeship design area discipline research activity, and sequence of activities for stents carry out training activities. “The workshop of teachers” training mode is designed to improve the regional subject teachers’ information technology application ability and promote regional balanced development of the subject teachers.