唐山师范学院学报
唐山師範學院學報
당산사범학원학보
JOURNAL OF TANGSHAN TEACHERS COLLEGE
2015年
2期
122-126
,共5页
参与式培训%建构主义%行动研究法
參與式培訓%建構主義%行動研究法
삼여식배훈%건구주의%행동연구법
participatory training%constructivism%training practice
以建构主义理论、成人学习理论和群体动力学理论为基础，培训双方共同进行培训目标制定、内容分析、策略创建、环境布置和评价等，构建适合教师特点的参与式培训模式。根据此模式以“教学设计”为内容进行了培训实践，体现了参培教师为主体的“主动参与、主题探究、交流与合作、开放与反思”的培训特征，培训目标与需求契合。
以建構主義理論、成人學習理論和群體動力學理論為基礎，培訓雙方共同進行培訓目標製定、內容分析、策略創建、環境佈置和評價等，構建適閤教師特點的參與式培訓模式。根據此模式以“教學設計”為內容進行瞭培訓實踐，體現瞭參培教師為主體的“主動參與、主題探究、交流與閤作、開放與反思”的培訓特徵，培訓目標與需求契閤。
이건구주의이론、성인학습이론화군체동역학이론위기출，배훈쌍방공동진행배훈목표제정、내용분석、책략창건、배경포치화평개등，구건괄합교사특점적삼여식배훈모식。근거차모식이“교학설계”위내용진행료배훈실천，체현료삼배교사위주체적“주동삼여、주제탐구、교류여합작、개방여반사”적배훈특정，배훈목표여수구계합。
On the constructivism theory, adult learning theory and group dynamics theory, constructs the participatory training model suited to the characteristics of the teachers, and in which training both sides to participate the training process of goal setting, content analysis, policy creation, environmental layout and evaluation. Apply this pattern to“instructional design”as the content of training practice, can reflect with the cords from teachers as the main body of the“active participation, subject to explore, exchange and cooperation, openness and reflection”training characteristics, and the training goals fit the teachers’ requirements.
