远程协同教研:云技术跨越教研的资源壁垒
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摘要
"互联网+"时代,现代信息技术的发展催生了教师教研新形式。文章基于文献梳理,概括了远程协同教研的内涵,认为远程协同教研具有打破地域界限、跨越资源壁垒、多向互动交流和多元协同参与的特点,归纳出云技术支持的两种远程协同教研形式——基于同步课堂的实践反思和基于视频直播的教研,并以安徽省在线同步课堂和"天河100融合创新"手机直播课堂为案例进行了分析,提出了远程协同教研常态化应用的发展建议。
In the"Internet +"era,the development of modern information technology has spawned a new form of teachers' teaching and research.Based on previous literature,this article summarizes the connotation of remote collaborative teaching and research(RCTR).It is believed that RCTR has the characteristics of breaking geographical boundaries,overcoming resource barriers, multi-directional interactive communication and multi-dimensional collaborative participation.Besides,two RCTR forms supported by cloud technology are summed up,namely,the reflection of the practice of synchronized classroom and the teaching and research based on live videos.The online synchronized classroom in Anhui Province and the"Tianhe 100 fusion innovation"mobile live classroom are analyzed as teaching and research examples.Finally,the development suggestions to promote the normalization application of RCTR are put forward.
In the"Internet +"era,the development of modern information technology has spawned a new form of teachers' teaching and research.Based on previous literature,this article summarizes the connotation of remote collaborative teaching and research(RCTR).It is believed that RCTR has the characteristics of breaking geographical boundaries,overcoming resource barriers, multi-directional interactive communication and multi-dimensional collaborative participation.Besides,two RCTR forms supported by cloud technology are summed up,namely,the reflection of the practice of synchronized classroom and the teaching and research based on live videos.The online synchronized classroom in Anhui Province and the"Tianhe 100 fusion innovation"mobile live classroom are analyzed as teaching and research examples.Finally,the development suggestions to promote the normalization application of RCTR are put forward.
引文
[1]庄敏琦,庄菁玮,李明翔.“互联网+”背景下校际协作教研模式的研究与实践[J].中国电化教育,2015,(12):93-96,142.
[2]张潇雨.远程教研促进薄弱中学教师教学能力发展的个案研究[D].西安:陕西师范大学,2016.
[3]教育部.教育部关于印发《教育信息化“十三五”规划》的通知[EB/OL].(2016-06-07)[2018-12-24].http://www.moe.gov.cn/srcsite/A16/s3342/201606/t20160622_269367.html.
[4][8]王继新,施枫,吴秀圆.“互联网+”教学点:新城镇化进程中的义务教育均衡发展实践[J].中国电化教育,2016,(01):86-94.
[5]莫飞.农村骨干教师协同教研形成机制及策略的研究:以龙圩区第一期骨干教师培训班为例[J].当代教研论丛,2016,(07):8-9.
[6]吴秀圆,王继新.同步课堂背景下城乡教师专业发展的路径探索:基于实践共同体的视角[J].现代教育技术,2018,28(08):92-97.
[7][10]周玉霞,朱云东,刘洁,等.同步直播课堂解决教育均衡问题的研究[J].电化教育研究,2015,36(03):52-57.
[9]刘晓燕.教师教育课程的实践取向:基于默会知识的思考[J].教育探索,2016,(01):109-111.
[11]王群力.CCtalk直播平台助推卢氏县教育均衡发展研究[J].数字教育,2017,3(05):67-70.
[12]教育部.关于印发教育部副部长杜占元在2017年全国教育信息化工作会议上讲话的通知[EB/OL].(2017-05-05)[2019-01-02].http://www.moe.gov.cn/s78/A16/s8213/A16_sjhj/201709/t20170911_314154.html.
[13]林桂平.同步课堂与优质教育资源城乡校际交流模式的构建初探:以滁州市田家炳中学和定远县拂晓初中为例[J].中小学教师培训,2015,(05):23-26.
[14]广州市天河区人民政府.天河10所中小学尝试课堂直播[EB/OL].(2017-02-20)[2019-01-02].http://www.thnet.gov.cn/thxxw/mtjj/201702/3b97ead8dded4e32819414e576017529.shtml.
[2]张潇雨.远程教研促进薄弱中学教师教学能力发展的个案研究[D].西安:陕西师范大学,2016.
[3]教育部.教育部关于印发《教育信息化“十三五”规划》的通知[EB/OL].(2016-06-07)[2018-12-24].http://www.moe.gov.cn/srcsite/A16/s3342/201606/t20160622_269367.html.
[4][8]王继新,施枫,吴秀圆.“互联网+”教学点:新城镇化进程中的义务教育均衡发展实践[J].中国电化教育,2016,(01):86-94.
[5]莫飞.农村骨干教师协同教研形成机制及策略的研究:以龙圩区第一期骨干教师培训班为例[J].当代教研论丛,2016,(07):8-9.
[6]吴秀圆,王继新.同步课堂背景下城乡教师专业发展的路径探索:基于实践共同体的视角[J].现代教育技术,2018,28(08):92-97.
[7][10]周玉霞,朱云东,刘洁,等.同步直播课堂解决教育均衡问题的研究[J].电化教育研究,2015,36(03):52-57.
[9]刘晓燕.教师教育课程的实践取向:基于默会知识的思考[J].教育探索,2016,(01):109-111.
[11]王群力.CCtalk直播平台助推卢氏县教育均衡发展研究[J].数字教育,2017,3(05):67-70.
[12]教育部.关于印发教育部副部长杜占元在2017年全国教育信息化工作会议上讲话的通知[EB/OL].(2017-05-05)[2019-01-02].http://www.moe.gov.cn/s78/A16/s8213/A16_sjhj/201709/t20170911_314154.html.
[13]林桂平.同步课堂与优质教育资源城乡校际交流模式的构建初探:以滁州市田家炳中学和定远县拂晓初中为例[J].中小学教师培训,2015,(05):23-26.
[14]广州市天河区人民政府.天河10所中小学尝试课堂直播[EB/OL].(2017-02-20)[2019-01-02].http://www.thnet.gov.cn/thxxw/mtjj/201702/3b97ead8dded4e32819414e576017529.shtml.