| 虚拟学习社区环境下教师协作学习的问题与实证 |
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| 引用本文： | 杨刚,曾群芳,赖文华.虚拟学习社区环境下教师协作学习的问题与实证[J].现代远程教育研究,2013(2):45-52. |
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| 作者姓名： | 杨刚 曾群芳 赖文华 |
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| 作者单位： | [1]温州大学教育信息化研究所 [2]温州大学教师教育学院实验中心 [3]赖文华,讲师,温州大学教育信息化研究所浙江,温州325035 |
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| 基金项目： | 2012年浙江省哲学社会科学规划立项课题“虚拟学习社区中社会性互动研究”（12JCJYl2YB）;2012年浙江省教育厅科研项目“海岛区域背景下中小学教师数字化学习研究”（Y201225019）;2011年浙江省教育技术规划课题“E-Learning中知识共享的交互分析及促进策略”（RZll09011P01）. |
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| 摘 要： | 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。
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| 关 键 词： | 虚拟学习社区 教师协作学习 教师专业发展 实证研究 |
Empirical Research on the Problems of Teacher Collaborative Learning in Virtual Learning Community |
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| Yang Gang,Zeng Qunfang,Lai Wenhua.Empirical Research on the Problems of Teacher Collaborative Learning in Virtual Learning Community[J].Modern Distance Education Research,2013(2):45-52. |
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| Authors: | Yang Gang Zeng Qunfang Lai Wenhua |
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| Institution: | Yang Gang, Zeng Qunfang, Lai Wenhua |
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| Abstract: | 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. |
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| Keywords: | Virtual beaming Community Teacher Collaborative Learning Teacher Professional Development Empirical Research |
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