教师网络学习社区知识建构实证研究:观点学习的视角

发布时间：2018-10-18 07:47

【摘要】：随着信息技术环境的发展,社会对教师专业知识实践提出了更高的要求,而知识建构水平是表征教师专业实践的重要指标之一。如何围绕观点学习的视角评价网络学习社区中教师知识建构水平?教师知识建构是否存在人口学统计方面的差异?不同地域教师知识建构水平是否存在显著差异?以卡尔·波普尔进化的知识观为范式,以知识建构三角模型为理论依据,运用K.Y.Lin等设计的量表工具,共回收有效问卷426份。研究结果表明:(1)围绕观点学习的视角探索网络学习社区中教师知识建构水平,可以通过3个维度来进行有效评价;(2)从围绕观点学习的视角看,网络学习社区中教师知识建构水平相对较高;(3)不同性别的教师和不同年龄的教师在网络学习社区中知识建构水平不存在显著差异;(4)不同地区教师知识建构水平存在显著差异。针对研究结果提出几点建议:(1)培育社区的重点在创设问题情境,建构社区公共知识;(2)围绕观点的学习过程,关注观点多样化和异质化;(3)探索社区机制创新,以激励教师主动寻求专业成长。
[Abstract]:With the development of information technology environment, the society has put forward higher requirements for teachers' professional knowledge practice, and the level of knowledge construction is one of the important indicators to characterize teachers' professional practice. How to evaluate the level of teachers' knowledge construction in the online learning community from the perspective of perspective learning? Is there a demographic difference in teachers' knowledge construction? Are there significant differences in the level of knowledge construction among teachers in different regions? Taking Karl Popper's evolutionary knowledge view as the paradigm, taking the knowledge construction triangle model as the theoretical basis, and using the scale tools designed by K.Y.Lin and others, a total of 426 valid questionnaires were collected. The results show that: (1) exploring the level of teachers' knowledge construction in the network learning community from the perspective of perspective learning, we can evaluate effectively through three dimensions; (2) from the perspective of perspective learning, Teachers' knowledge construction level is relatively high in online learning community; (3) there is no significant difference between teachers of different genders and teachers of different ages in online learning community; (4) there are significant differences in teachers' knowledge construction level in different regions. In view of the results of the study, some suggestions are put forward: (1) the focus of cultivating community is to create problem situations and construct community public knowledge; (2) to focus on the diversity and heterogeneity of views around the learning process of views; (3) to explore the innovation of community mechanism. To encourage teachers to actively seek professional growth.
【作者单位】：四川师范大学;
【基金】：国家社会科学基金“十二五”规划2013年度教育学青年课题“教师网络学习社区的自组织对知识建构的影响研究”(编号:CCA130136)
【分类号】：G434;G451

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