發(fā)布時(shí)間：2018-03-23 12:37

  本文選題：教師工作坊　切入點(diǎn)：主題研討活動(dòng)　出處：《華中師范大學(xué)》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(rèn)識(shí)到教師專(zhuān)業(yè)發(fā)展至關(guān)重要。近年來(lái)雖然教師培訓(xùn)取得顯著成果,但是仍然存在一些突出問(wèn)題,如針對(duì)性不強(qiáng)、監(jiān)督力度較弱等。各地為達(dá)到更高效的培訓(xùn)效果,積極創(chuàng)新教師網(wǎng)絡(luò)研修模式,鼓勵(lì)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(xùn)中面臨的突出問(wèn)題。以教師工作坊為依托,充分利用坊內(nèi)磨課活動(dòng)與主題研討活動(dòng)鼓勵(lì)教師交流互動(dòng),通過(guò)知識(shí)共享促進(jìn)專(zhuān)業(yè)知識(shí)與專(zhuān)業(yè)技能的發(fā)展。其中主題研討活動(dòng)作為促進(jìn)教師專(zhuān)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(dòng)流程如何開(kāi)展?活動(dòng)實(shí)施效果如何?后續(xù)主題研討活動(dòng)如何改善?為解決這些問(wèn)題,本研究依托國(guó)培計(jì)劃(2015)-示范性網(wǎng)絡(luò)研修與校本研修整合培訓(xùn)平臺(tái),設(shè)計(jì)活動(dòng)流程,并綜合運(yùn)用數(shù)據(jù)統(tǒng)計(jì)分析方法,從客觀與主觀層面對(duì)主題研討活動(dòng)應(yīng)用進(jìn)行分析。主要研究?jī)?nèi)容如下:(1)設(shè)計(jì)教師工作坊主題研討活動(dòng)。以活動(dòng)理論與認(rèn)知學(xué)徒制理論為基礎(chǔ),分析主題研討活動(dòng)中學(xué)習(xí)主體、學(xué)習(xí)目標(biāo)、學(xué)習(xí)共同體、學(xué)習(xí)工具、活動(dòng)規(guī)則、任務(wù)分工等各個(gè)要素,基于認(rèn)知學(xué)徒制學(xué)習(xí)框架,從宏觀層面上,生成認(rèn)知學(xué)徒制視域下的教師工作坊研修模式,從微觀層面上,結(jié)合研修模式規(guī)范主題研討活動(dòng)中不同身份教師的活動(dòng)流程。(2)分析教師知識(shí)建構(gòu)與社會(huì)交互情況。搜集教師工作坊內(nèi)教師交互內(nèi)容與關(guān)系數(shù)據(jù),利用內(nèi)容分析法探究教師知識(shí)建構(gòu)深度;通過(guò)建立關(guān)系矩陣,利用Ucinet軟件,測(cè)量社會(huì)網(wǎng)絡(luò)的基本屬性和群體內(nèi)部結(jié)構(gòu),探究教師的社會(huì)交互情況。(3)調(diào)研評(píng)估教師工作坊主題研討活動(dòng)的實(shí)施效果。通過(guò)問(wèn)卷調(diào)查法,從活動(dòng)反應(yīng)層、學(xué)習(xí)結(jié)果層、個(gè)人績(jī)效層及組織績(jī)效層四個(gè)方面對(duì)教師參與主題研討活動(dòng)效果進(jìn)行探究,并采用數(shù)據(jù)統(tǒng)計(jì)方法分析,結(jié)合教師知識(shí)建構(gòu)與社會(huì)交互分析結(jié)果,針對(duì)提升教師參與活動(dòng)的學(xué)習(xí)效果提出參考建議,為后續(xù)設(shè)計(jì)與實(shí)施主題研討活動(dòng)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(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G434;G451

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