本文選題：教師工作坊　切入點：主題研討活動　出處：《華中師范大學》2017年碩士論文

【摘要】：教育信息化的發(fā)展日新月異,教育工作者逐漸認識到教師專業(yè)發(fā)展至關重要。近年來雖然教師培訓取得顯著成果,但是仍然存在一些突出問題,如針對性不強、監(jiān)督力度較弱等。各地為達到更高效的培訓效果,積極創(chuàng)新教師網(wǎng)絡研修模式,鼓勵創(chuàng)建跨校共同體,充分發(fā)揮“教師工作坊”作用,以解決培訓中面臨的突出問題。以教師工作坊為依托,充分利用坊內(nèi)磨課活動與主題研討活動鼓勵教師交流互動,通過知識共享促進專業(yè)知識與專業(yè)技能的發(fā)展。其中主題研討活動作為促進教師專業(yè)發(fā)展的手段之一,具有舉足輕重的作用,但是其研修模式研究剛剛起步,有待深入研究和規(guī)范。那么,主題研討活動流程如何開展?活動實施效果如何?后續(xù)主題研討活動如何改善?為解決這些問題,本研究依托國培計劃(2015)-示范性網(wǎng)絡研修與校本研修整合培訓平臺,設計活動流程,并綜合運用數(shù)據(jù)統(tǒng)計分析方法,從客觀與主觀層面對主題研討活動應用進行分析。主要研究內(nèi)容如下:(1)設計教師工作坊主題研討活動。以活動理論與認知學徒制理論為基礎,分析主題研討活動中學習主體、學習目標、學習共同體、學習工具、活動規(guī)則、任務分工等各個要素,基于認知學徒制學習框架,從宏觀層面上,生成認知學徒制視域下的教師工作坊研修模式,從微觀層面上,結合研修模式規(guī)范主題研討活動中不同身份教師的活動流程。(2)分析教師知識建構與社會交互情況。搜集教師工作坊內(nèi)教師交互內(nèi)容與關系數(shù)據(jù),利用內(nèi)容分析法探究教師知識建構深度;通過建立關系矩陣,利用Ucinet軟件,測量社會網(wǎng)絡的基本屬性和群體內(nèi)部結構,探究教師的社會交互情況。(3)調(diào)研評估教師工作坊主題研討活動的實施效果。通過問卷調(diào)查法,從活動反應層、學習結果層、個人績效層及組織績效層四個方面對教師參與主題研討活動效果進行探究,并采用數(shù)據(jù)統(tǒng)計方法分析,結合教師知識建構與社會交互分析結果,針對提升教師參與活動的學習效果提出參考建議,為后續(xù)設計與實施主題研討活動提供借鑒。
[Abstract]:With the rapid development of educational informatization, educators gradually realize that the professional development of teachers is very important. Although teacher training has achieved remarkable results in recent years, there are still some outstanding problems, such as the lack of pertinence. In order to achieve more efficient training results, all localities actively innovate the teacher network research model, encourage the creation of cross-school communities, and give full play to the role of "teacher workshops". In order to solve the outstanding problems faced in the training. Based on the teacher workshop, fully utilize the grinding activities and thematic activities in the workshop to encourage teachers to exchange and interact. Through knowledge sharing to promote the development of professional knowledge and professional skills. As one of the means to promote the professional development of teachers, thematic research activities play an important role, but the research of their research mode is just beginning. Need to be further studied and standardized. So, how to carry out the process of thematic discussion activities? How effective are the activities? How can follow-up thematic seminars be improved? In order to solve these problems, this study relies on the national plan 2015- demonstration network research and school-based research integrated training platform, design activity flow, and comprehensive use of data statistical analysis method. This paper analyzes the application of thematic research activities from objective and subjective aspects. The main research contents are as follows: 1) designing the thematic activities of teacher workshops. Based on the theory of activity and cognitive apprenticeship, the main body of study in thematic research activities is analyzed. Learning goals, learning communities, learning tools, rules of activities, division of tasks and other factors, based on the cognitive apprenticeship learning framework, from the macro level, the generation of cognitive apprenticeship under the perspective of teacher workshop research model, From the microcosmic level, combining with the activity flow of teachers with different identities in the research mode, the author analyzes teachers' knowledge construction and social interaction, and collects the data of teachers' interaction content and relationship in teacher workshops. The content analysis method is used to probe into the depth of teachers' knowledge construction, and the basic attributes of social network and the internal structure of the group are measured by establishing the relational matrix and using Ucinet software. To investigate the social interaction of teachers. (3) to investigate and evaluate the effect of the thematic activities of teachers' workshops. Through the questionnaire survey, from the activity response layer, the learning result layer, Four aspects of personal performance and organizational performance are used to explore the effect of teachers' participation in thematic discussion and discussion, and the results of teachers' knowledge construction and social interaction are analyzed by using the method of data statistics. Some suggestions are put forward to improve the learning effect of teachers' participation activities, which can be used for reference in the design and implementation of thematic activities.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G434;G451

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