CAJ | 학술논문

社群学习是信息技术支持教师专业发展的新型途径，设计有效的教师社群学习模式是提升教师学习质量的关键。通过以PST理论为分析框架，从教学法、社会交互和技术支持三个维度，剖析当前主流的教师社群学习环境及其特点。汲取现有教师社群学习环境优势，将“教学法—社会交互—技术支持”与具体学习情境进行无缝整合，以主讲教师、点评专家和观摩教师为核心参与主体，以视频会议系统为主要交互媒体，设计贯穿课前、课中、课后的“异地视频互动”社群学习模式。弥补了当前教师社群学习环境的不足，促进情境、资源、活动和工具深度融合，增强临场感和互动性，并有效提升教师社群学习的凝聚力和学习质量，同时也为web 3.0时代下其他社群学习模式的构建提供参考。
사군학습시신식기술지지교사전업발전적신형도경，설계유효적교사사군학습모식시제승교사학습질량적관건。통과이PST이론위분석광가，종교학법、사회교호화기술지지삼개유도，부석당전주류적교사사군학습배경급기특점。급취현유교사사군학습배경우세，장“교학법—사회교호—기술지지”여구체학습정경진행무봉정합，이주강교사、점평전가화관마교사위핵심삼여주체，이시빈회의계통위주요교호매체，설계관천과전、과중、과후적“이지시빈호동”사군학습모식。미보료당전교사사군학습배경적불족，촉진정경、자원、활동화공구심도융합，증강림장감화호동성，병유효제승교사사군학습적응취력화학습질량，동시야위web 3.0시대하기타사군학습모식적구건제공삼고。
Social learning is a new way of teacher professional development with the support of information technology. De-signing an effective social learning model for teachers is critical to improve the quality of teaching and research. The research com-pares the affordance of current mainstream social learning environments for teachers with a PST framework, analyzes their characteris-tics from pedagogical affordance, social affordance and technical affordance. Aimed to fully exert the advantages of current social learning environments, a social learning model with “remote video interaction” across pre-class stage, while-class stage and post-class stage is designed by integrating"pedagogical affordance, social affordance and technical affordance"with specific teaching situa-tion. In this model, it is the instructors, experts and teachers who are the main participants to utilize the media of video conference system. The model effectively makes up the weakness of current social learning environments and deeply integrates situations, re-sources and activities with tools, which may improve the cohesion of the social learning community for teachers and learning quality. Besides, it may provide reference for constructing other social learning models in the era of web 3.0.