摘要
教师专业发展是二十世纪教师教育的主要导向,构建网络环境下城乡互动教师学习共同体的目的就是为寻求技术支持下的教师专业发展的途径,为促进区域信息化教育均衡发展提供支撑。本研究从协同理论、群体动力理论和学习理论的视角出发,通过建立网络环境下城乡互动教师学习共同体模型作为行动框架,通过创建混合式学习场、应用型研究场和协同化教学实践场,在多场协同的学习支持作用下,促进了城乡教师信息化教学能力协同发展。
本文主要的研究内容包括:
1.系统梳理了教师学习共同体的发展起源、范畴和发展趋势,总结了教师学习共同体研究的核心内容,并对教师学习共同体的研究现状进行了综述。研究认为,教师学习共同体从本质上属于实践共同体、专业共同体,创建教师学习共同体的目标是促进教师专业发展;从技术支持的教师专业发展角度,将教师信息化教学能力作为共同体的目标愿景;网络环境下城乡互动教师学习共同体的构建应从社会互动、技术和认知维度出发;综合多学科研究理论,讨论了互动的本质特征,城乡互动作为网络环境下教师学习共同体的组织形式,是区域教育均衡发展的需要。
2.以协同理论、群体动力理论和学习理论为基本分析框架,将学习机制和互动机制作为支持网络环境下城乡互动教师学习共同体运行的两大支撑力量。研究者提出,网络环境下城乡互动教师学习共同体的互动机制是基于符号和角色的多方互动,网络环境下城乡互动教师学习共同体学习机制是基于设计的体验式学习,两种机制之间是互为因果、相辅相成的关系。两种机制在培养城乡教师信息化教学能力的过程中综合加以应用,促进了网络环境下城乡互动教师学习共同体稳定、有效的运行。
3.通过文献分析,研究认为认知维度、社会维度和技术维度是研究网络环境下教师学习共同体的三个主要维度。在研究中经过多轮次的专家咨询,在三个维度的基础上确定了构成网络环境下城乡互动教师学习共同体的九大要素,利用解释结构模型法(ISM)构建了网络环境下城乡互动教师学习共同体的理想模型,分析了模型的构成要素以及要素之间的关系。模型的建立为构建网络环境下城乡互动教师学习共同体提供了一个行动框架。
4.研究认为网络环境下城乡互动教师学习共同体可持续发展的关键在于提供恰当的外部支持。本研究根据模型的构成要素,开发包括信息化教学方法网络课程、设计应用型课题研究平台、开发专题网站支持协同化教学实践在内的多场协同支持系统,并将多场协同支持系统应用于培养教师信息化教学能力的过程中,检验网络环境下城乡互动教师学习共同体模型的有效性。
5.本研究通过对网络环境下城乡互动教师学习共同体运行过程的社会互动特征进行了分析。本研究利用社会网络分析的方法从行动者自身属性和关系网络两个方面对行动者所处的社会位置和社会角色进行了分析。研究者与城乡中小学教师在一致的研究范式下形成了深入的互动关系;骨干教师在维系和发展网络环境下城乡互动教师学习共同体中起到引领作用;农村教师在网络环境下城乡互动教师学习共同体中承担起更加积极主动的角色,在两地三校构成的LSP社会群体中,农村教师在社会网络的信息控制中更多地承担了中间人角色。
The professional development of teachers was the main guidance of teachers education in the 20th century. The construction of the rural-urban interactive learning community of teachers under the network environment is to seek the approaches for the professional development of teachers with technical supports and promote the supply of regional informatization and the balanced education development. The present study employs the coordination theory, group dynamics theory and learning theory, establishes the model of the rural-urban interactive learning community of teachers under the network environment as the action framework, and examines and perfects the model with the foundations of hybrid learning fields, applied study fields, and cooperative teaching fields and their cooperative supports during the advancement process of the informational teaching abilities of the rural-urban teachers.
The main contents of the present dissertation include:
First, it systematically arranges the initiation, domain and developing trend of teachers learning community, summarizes its core contents, and reviews its research status. It is considered that teachers learning community essentially means the community of practice and profession. The goal of the establishment of teachers learning community is to promote teachers professional development. From the respect of technical support, the objective of the community is the teachers informational teaching ability. The construction of the rural-urban interactive learning community of teachers under the network environment should be launched upon sociality, technicality and cognition. The nature of interactivity, based upon the synthesization of various disciplinaries, is discussed: the rural-urban interaction, as the organization form of teachers learning community, is a necessity for the development of the balanced regional education development.
Second, it employs the coordination theory, group dynamics theory and learning theory as the fundamental analytical framework and utilizes learning mechanism and interactive mechanism as the two central parts of the support for the rural-urban interactive learning community of teachers under the network environment. The research proposes that the interactive mechanism of the rural-urban interactive learning community of teachers under the network environment is a multi-interactive mechanism based upon symbols and roles; its learning mechanism is the experiential learning based upon designs. The two mechanisms interact as both cause and effect, and supplement each other. The synthesization and application of the two mechanisms in the process of cultivating the rural-urban teachers informational teaching abilities.
Third, the research, through literature review, studies towards a conclusion that cognitive dimension,social dimension and technology dimension are the three domain of construction of the rural-urban interactive learning community of teachers under the network environment.Nine key elements that constituted the learning community of teachers under the network environment are determined after consulting to the specialists multiple rounds and times. It structures the model for the learning community of teachers under the network environment upon interpretative structural modelling method(ISM) and analyses the key elements constituted the model and the reciprocal relationship among the elements. The model establishment seeks to provide an action framework for the construction of the rural-urban interactive learning community of teachers under the network environment.
Fourth, the study considers that the key of the sustainable development of the rural-urban interactive learning community of teachers under the network environment is to offer the appropriate learning supports through a learning support system that consist of the exploitation of the online course based on informational teaching methods, the design of the research platform for the applied projects, the exploitation of the learning support system such as the thematic websites that sustain the cooperative teaching practices. The model s effectiveness is tested in the application of the learning support system to the teachers informational teaching abilities.
Last, the present study tests the effectiveness of the model through analyzing the social network properties of the rural-urban interactive learning community of teachers under the network environment. The actors social statues and roles are analyzed through their physical attributes and relationship network by utilizing social networks analysis method. The profound interactivity between the researcher and the rural-urban primary and secondary school teachers is formed under a consistent research paradigm; key teachers play a leading role in sustaining and developing the rural-urban interactive learning community of teachers under the network environment, in which the countryside teachers take more important initiatives. Within the LSP social community consisting of three schools through the rural-urban areas, countryside teachers more frequently play the roles as middlemen in the information control of the social networks.
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