网络学习共同体CLEN教师学习者身份研究

发布时间：2018-07-04 15:44

本文选题：教师学习者 + 教师学习者身份　；参考：《湖南大学》2014年硕士论文

【摘要】：近年来，教师学习和发展越来越受到广大社会的关注，单纯的教师培训已不能满足需求。为了获得更广阔的知识，更真实的教育体验，一种新兴的学习共同体发展起来，并受到国内外众多教育研究者的肯定。1991年，Lave和Wenger提出了“网络社群”（Community of Practice）这一概念。随着CoP逐渐趋于完善和教师发展需求的不断增加，教育者们把CoP运用到真实的网络教师学习环境中来，创建网络学习共同体。教师们加入其中，相互分享知识、经验，提出问题，解答疑难，相互学习、共同发展。鉴于此，本研究选取了一个创立有三年之久的网络学习共同体CLEN（ChinaLanguage Educators Network），以CLEN里的教师成员为研究对象，从教师作为学习者的研究角度出发通过观察他们的身份和变化，探寻他们在网络学习共同体中的学习需求，促进教师专业发展。本研究主要回答三个问题：第一、在CLEN中，教师学习者主要体现出哪些身份？第二、在CLEN中，教师学习者的身份是如何变化的？第三、在CLEN中，哪些因素促成教师学习者身份的转换？本研究历时两个学期，采用内容分析和访谈的研究方式，对CLEN中的教师成员的主页、微博内容进行观察和搜集，根据三大研究主题和Wenger的身份理论对数据进行归类和整理分析。得出以下研究结果：第一、在网络学习共同体CLEN中，教师作为学习者的身份主要有五种：周边学习者、入境学习者、内幕学习者、边界学习者和出境学习者。第二、在不同的阶段，不同的学习氛围下，教师学习者的身份有着不同程度的变化，如从周边学习者向边界学习者转变，从出境学习者向内幕学习者转变，从边界学习者向内幕学习者转变。第三、在学习者身份转换的过程中，有两大主要影响因素：学习者自身的因素和CLEN的自身特质。这一结果不仅使教师掌握了教师在网络学习平台CLEN里身份状态，更大程度上挖掘了在网络学习中影响教师学习者身份转换的原因，从而促进教师和网络学习共同体更完善的发展。本研究也有一定的局限性:第一,教师选样性别的局限，因研究对象均为女性，所以性别影响身份转换的情况无法分析；第二，CLEN作为国际教师学习网络平台，，目前着重开发国内市场，国外教师成员的学习和身份没有分析。
[Abstract]:In recent years, teachers' learning and development have attracted more and more attention of the society. In order to gain wider knowledge and more real educational experience, a new learning community has been developed and recognized by many educational researchers at home and abroad. In 1991, Lave and Wenger put forward the concept of "Community of practice". With the gradual improvement of cop and the increasing demands of teachers' development, educators apply cop to the real network teachers' learning environment and create a network learning community. Teachers join in, share knowledge, experience, ask questions, solve problems, learn from each other, and develop together. In view of this, this study selects a network learning community, CLEN (China language educators Network), which has been established for three years, taking the teachers in CLEN as the research object, and observing their identities and changes from the perspective of teachers as learners. Explore their learning needs in the network learning community to promote the professional development of teachers. This study mainly answers three questions: first, in CLEN, what identity does the teacher and learner embody? Second, how does the identity of teachers and learners change in CLEN? Third, in CLEN, what factors contribute to the transformation of the identity of teachers and learners? This study lasted for two semesters, using the methods of content analysis and interview, to observe and collect the main page and Weibo content of teacher members in CLEN, and classify and analyze the data according to the three research topics and Wenger's identity theory. The main results are as follows: first, in CLEN, a web-based learning community, there are five kinds of identity of teachers as learners: peripheral learners, inbound learners, insider learners, border learners and outbound learners. Second, in different stages and different learning environments, the identity of teachers and learners varies to different degrees, such as from peripheral learners to border learners, from outbound learners to insider learners. From boundary learners to insider learners. Thirdly, there are two main influencing factors in the process of identity transition: learner's own factors and CLEN's own characteristics. This result not only enables teachers to master the status of teachers in the network learning platform CLEN, but also to a greater extent excavates the reasons that affect the conversion of teachers' identity in online learning. So as to promote teachers and network learning community more perfect development. This research also has some limitations: first, the limitation of teacher sample selection gender, because the research object is female, so the situation of gender influence identity transformation can not be analyzed; second, CLEN as the international teacher learning network platform, At present, focus on the development of the domestic market, foreign teachers and members of the study and identity has not been analyzed.
【学位授予单位】：湖南大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G434

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