现代远程教育研究
現代遠程教育研究
현대원정교육연구
Modern Distance Education Research
2013年
2期
45~52
,共null页
虚拟学习社区 教师协作学习 教师专业发展 实证研究
虛擬學習社區 教師協作學習 教師專業髮展 實證研究
허의학습사구 교사협작학습 교사전업발전 실증연구
Virtual beaming Community; Teacher Collaborative Learning; Teacher Professional Development; Empirical Research
教师培训作为促进教师专业化发展的重要途径，当前主要存在培训主题“行政化”、培训形式单一化、培训内容理论化、培训时间间断化和培训受益面相对窄化等弊端。虚拟学习社区环境下协作学习为教师专业发展提供了一条可持续发展的途径。虚拟学习环境下教师协作学习的理论基础包括支架理论、替代性学习理论和群体动力学理论，协作学习的类型可分为机械协作和有机协作两种。为了探究虚拟学习社区环境下持不同活动策略的主持者在促进教师协作学习的互动效果及其差异，项目组实施了案例研究，结果表明：在活动主持者动机水平一致的情况下，持解答式活动策略的主持者比持启发式活动策略的主持者更能促进教师协作学习的互动效果；教师在学习活动中应重视角色的作用，关爱学生的内心体验，重视自身学习能力的提升。
教師培訓作為促進教師專業化髮展的重要途徑，噹前主要存在培訓主題“行政化”、培訓形式單一化、培訓內容理論化、培訓時間間斷化和培訓受益麵相對窄化等弊耑。虛擬學習社區環境下協作學習為教師專業髮展提供瞭一條可持續髮展的途徑。虛擬學習環境下教師協作學習的理論基礎包括支架理論、替代性學習理論和群體動力學理論，協作學習的類型可分為機械協作和有機協作兩種。為瞭探究虛擬學習社區環境下持不同活動策略的主持者在促進教師協作學習的互動效果及其差異，項目組實施瞭案例研究，結果錶明：在活動主持者動機水平一緻的情況下，持解答式活動策略的主持者比持啟髮式活動策略的主持者更能促進教師協作學習的互動效果；教師在學習活動中應重視角色的作用，關愛學生的內心體驗，重視自身學習能力的提升。
교사배훈작위촉진교사전업화발전적중요도경，당전주요존재배훈주제“행정화”、배훈형식단일화、배훈내용이론화、배훈시간간단화화배훈수익면상대착화등폐단。허의학습사구배경하협작학습위교사전업발전제공료일조가지속발전적도경。허의학습배경하교사협작학습적이론기출포괄지가이론、체대성학습이론화군체동역학이론，협작학습적류형가분위궤계협작화유궤협작량충。위료탐구허의학습사구배경하지불동활동책략적주지자재촉진교사협작학습적호동효과급기차이，항목조실시료안례연구，결과표명：재활동주지자동궤수평일치적정황하，지해답식활동책략적주지자비지계발식활동책략적주지자경능촉진교사협작학습적호동효과；교사재학습활동중응중시각색적작용，관애학생적내심체험，중시자신학습능력적제승。
Teacher training is an important way to promote teacher professional development. But there exist some problems in teacher training, namely administration of training topics, singleness of training forms, theorization of training contents, discontinuity in training time, the narrowing of benefit range and so on. Collaborative learning in virtual learning community environment provides a sustainable way for teacher professional development. The theoretical foundation of teacher collaborative learning consists of scaffolding theory, theory of alternative learning and theory of group dynamics. The collaborative learning can be divided into mechanical collaboration and organic collaboration. In order to probe into interactive effects and differences of teacher collaboration learning promoted by facilitators holding different activity policies in virtual learning community environment, the project group carried out a case study. Itis shown in the findings as fi）llows： facilitators holding activity policy of question and answer approach can achieve better interactive effects than facilitators hohting activity policy of heuristic approach when they are at the same level of motivation in activities; teachers should pay attention to function of the role in learning activities, show consideration for students＂ inner experience and emphasize on upgrading their own self learning capacity.
