促进中小学教师网络环境下有效学习的策略研究
发布时间：2018-07-18 07:37
【摘要】：在教育信息化和教师专业发展大背景下,教师需要不断地提高专业技术能力。各级各类教师教育或教师培训的直接目的就在于提高教师专业水平,以促进教师专业化。教师有效学习是促进教师教育和教师培训的关键所在。本研究以有效学习为向标,探寻教师培训中网络有效学习的标准,发掘促进其网络中教师有效学习和模型和策略,为网络环境下的教师学习提供可借鉴的观点、经验和方案,以期在理论与实践上为促进网络环境支持下的教师培训效果提供参考。 本研究由七章构成。前两章简要阐述了论文的研究背景、研究目的和意义,梳理了目前教师网络有效学习研究的成果和欠缺之外,指出中小学教师网络有效学习是提高培训质量、促进其专业成长与发展的关键。并依此确定了研究的问题、取向、思路和方法。 第三章用调查研究的方法,从教师本位视角看网络环境下教师有效学习,充分了解中小学教师对网络有效学习的认识、中小学教师目前的网络学习特点和存在的主要问题。发现“思考与尝试有余,实践迁移不足”和“学习深度不够,活性欠佳”是问题关键所在。如此将研究与实际结合,以求最大限度地解决问题。 第四章在理论、经验和调研的基础上,设计了中小学教师网络学习的框架模型和问题解决对策。具体包括对中小学教师的网络有效学习的界定、网络有效学习的框架模型、能力本位的教师网络环境下有效学习指标体系、网络有效学习的“三态”转换,还有针对中小学教师网络学习中关键问题的解决对策。 第五章是实施问题解决对策的过程和结果,重点是用调查数据和记录教师学习过程的平台数据等印证策略的效果;并根据情况做出的调整,使设计策略在实践中更具有可应用性。 第六是对研究经验和研究结论的理论总结与提升。它进一步将中小学教师网络学习的框架模型系统化,形成系统模型,并形成了中小学教师网络学习策略结构。同时,给出了应用建议。 第七章是对本研究的反思和研究中不足之外的简要说明。
[Abstract]:Under the background of educational informatization and teacher professional development, teachers need to improve their professional technical ability. The direct purpose of teacher education or teacher training is to improve teachers' professional level and to promote teachers' professionalization. Effective learning of teachers is the key to promote teacher education and teacher training. This study aims at effective learning, explores the standards of effective learning in teacher training, explores the models and strategies to promote the effective learning of teachers in the network, and provides some ideas, experiences and schemes for teachers' learning under the network environment. In order to provide a reference in theory and practice for promoting the effect of teacher training supported by network environment. This study consists of seven chapters. The first two chapters briefly describe the research background, purpose and significance of the paper, combing the achievements and deficiencies of the current effective learning of teachers' network, pointing out that the effective learning of primary and secondary school teachers' network is to improve the quality of training. The key to promoting their professional growth and development. According to this, the problems, orientations, ideas and methods of the research are determined. The third chapter uses the method of investigation and research, looks at the teachers' effective learning under the network environment from the teacher-centered angle, fully understands the primary and middle school teachers' understanding of the network effective learning, the current characteristics and the main problems of the primary and middle school teachers' network learning. It is found that "thinking and trying more than, practice transfer is insufficient" and "learning depth is not enough, activity is poor" are the key problems. In this way, research and practice will be combined in order to solve the problem to the maximum extent. On the basis of theory, experience and investigation, the fourth chapter designs the framework model and problem solving countermeasures of primary and secondary school teachers' network learning. It includes the definition of network effective learning of primary and secondary school teachers, the frame model of network effective learning, the effective learning index system under the network environment of ability standard, and the "three states" transformation of network effective learning. There is also a solution to the key problems in primary and secondary school teachers' network learning. The fifth chapter is the process and result of implementing problem-solving countermeasures. The emphasis is to use survey data and record the platform data of teachers' learning process to confirm the effect of the strategy; and to make adjustments according to the situation. Make the design strategy more applicable in practice. The sixth is the theoretical summary and promotion of the research experience and conclusions. It further systematizes the framework model of primary and secondary school teachers' network learning, forms a systematic model, and forms the structure of primary and secondary school teachers' network learning strategies. At the same time, the application suggestions are given. The seventh chapter is the reflection of this study and a brief explanation of the deficiencies in the study.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：G635.1;G434
本文编号：2131206
[Abstract]:Under the background of educational informatization and teacher professional development, teachers need to improve their professional technical ability. The direct purpose of teacher education or teacher training is to improve teachers' professional level and to promote teachers' professionalization. Effective learning of teachers is the key to promote teacher education and teacher training. This study aims at effective learning, explores the standards of effective learning in teacher training, explores the models and strategies to promote the effective learning of teachers in the network, and provides some ideas, experiences and schemes for teachers' learning under the network environment. In order to provide a reference in theory and practice for promoting the effect of teacher training supported by network environment. This study consists of seven chapters. The first two chapters briefly describe the research background, purpose and significance of the paper, combing the achievements and deficiencies of the current effective learning of teachers' network, pointing out that the effective learning of primary and secondary school teachers' network is to improve the quality of training. The key to promoting their professional growth and development. According to this, the problems, orientations, ideas and methods of the research are determined. The third chapter uses the method of investigation and research, looks at the teachers' effective learning under the network environment from the teacher-centered angle, fully understands the primary and middle school teachers' understanding of the network effective learning, the current characteristics and the main problems of the primary and middle school teachers' network learning. It is found that "thinking and trying more than, practice transfer is insufficient" and "learning depth is not enough, activity is poor" are the key problems. In this way, research and practice will be combined in order to solve the problem to the maximum extent. On the basis of theory, experience and investigation, the fourth chapter designs the framework model and problem solving countermeasures of primary and secondary school teachers' network learning. It includes the definition of network effective learning of primary and secondary school teachers, the frame model of network effective learning, the effective learning index system under the network environment of ability standard, and the "three states" transformation of network effective learning. There is also a solution to the key problems in primary and secondary school teachers' network learning. The fifth chapter is the process and result of implementing problem-solving countermeasures. The emphasis is to use survey data and record the platform data of teachers' learning process to confirm the effect of the strategy; and to make adjustments according to the situation. Make the design strategy more applicable in practice. The sixth is the theoretical summary and promotion of the research experience and conclusions. It further systematizes the framework model of primary and secondary school teachers' network learning, forms a systematic model, and forms the structure of primary and secondary school teachers' network learning strategies. At the same time, the application suggestions are given. The seventh chapter is the reflection of this study and a brief explanation of the deficiencies in the study.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：G635.1;G434
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