本文關(guān)鍵詞：網(wǎng)絡(luò)環(huán)境下師徒制教師群體知識擴(kuò)散研究　出處：《浙江師范大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

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【摘要】：隨著教育改革的深入,學(xué)校環(huán)境下的師徒制作為一種重要的學(xué)校本位的教師培訓(xùn)方式,已在中小學(xué)得到較為普遍的應(yīng)用。然而學(xué)校實(shí)體環(huán)境下的師徒制存在諸多不利因素,例如師徒交流的時空限制和師徒個性等問題影響了雙方的交流效果。因此,如何改善現(xiàn)有師徒制不足之處,提供教師專業(yè)發(fā)展新的增長點(diǎn)有待于深入研究。有效地實(shí)現(xiàn)教師個人專業(yè)發(fā)展目標(biāo),可以通過加強(qiáng)教師個體之間,教師與專家之間的交流以及共享教育資源等知識擴(kuò)散途徑來實(shí)現(xiàn)。網(wǎng)絡(luò)環(huán)境下的師徒結(jié)對和學(xué)習(xí)共同體模式為這一目標(biāo)的實(shí)現(xiàn)提供了新的思路,即在網(wǎng)絡(luò)支持環(huán)境下師徒簽訂協(xié)議并規(guī)定雙方的責(zé)任義務(wù),制定合適的帶教目標(biāo),在此目標(biāo)下開展研究學(xué)習(xí)等交流活動。通過共同體中師徒之間和共同體內(nèi)部其他成員之間的互動交流及發(fā)表文章、上傳教學(xué)資源等活動,把共同體中教師個體的隱性知識顯性化為共同體中可以表達(dá)的知識,然后再通過成員的內(nèi)化吸收過程,轉(zhuǎn)換個體特有的的隱性知識,這種顯隱性知識的轉(zhuǎn)化過程,促進(jìn)了共同體成員的提升和發(fā)展。 本研究分三部分進(jìn)行。首先運(yùn)用文獻(xiàn)研究法,研究了現(xiàn)代教師師徒制的研究現(xiàn)狀,并對金華市北苑小學(xué)中師徒雙方進(jìn)行了訪談,總結(jié)出學(xué)校環(huán)境下師徒交流的不足,再根據(jù)網(wǎng)絡(luò)環(huán)境下師徒制的研究現(xiàn)狀,對國內(nèi)外師徒制的相關(guān)理論研究做了綜述,并從師徒制的角色定位與師徒關(guān)系、指導(dǎo)方式與指導(dǎo)內(nèi)容、影響作用與行為改進(jìn)等方面分別加以解讀,提出了網(wǎng)絡(luò)環(huán)境下師徒制如何建立和運(yùn)行。同時筆者以助管的身份參與到師徒互動中,協(xié)助師徒雙方開展網(wǎng)絡(luò)交流,并組織學(xué)員學(xué)習(xí)。 在此基礎(chǔ)上,通過在線觀察和個案研究法,長期在線跟蹤師徒雙方的交互情況,統(tǒng)計(jì)出工作室內(nèi)雙方的交流數(shù)據(jù),并對師徒雙方進(jìn)行了訪談?wù){(diào)研。根據(jù)團(tuán)體動力學(xué)理論、情景認(rèn)知理論和知識擴(kuò)散理論,同時借鑒知識勢能與知識勢差的概念,以及網(wǎng)絡(luò)知識雙向傳播模式和SECI知識轉(zhuǎn)化模式,提出了網(wǎng)絡(luò)環(huán)境下師徒制教師群體知識擴(kuò)散模型,并根據(jù)自身實(shí)踐,提出了改進(jìn)策略。 最后,對本研究進(jìn)行了總結(jié)和展望。網(wǎng)絡(luò)環(huán)境下的師徒制通過簽訂師徒協(xié)議完善師徒雙方責(zé)任,緩解了虛擬環(huán)境中個體的孤獨(dú)感,增強(qiáng)了彼此的歸屬感和凝聚力。借助網(wǎng)絡(luò)平臺及在線交流工具,有效解決了師徒在學(xué)校環(huán)境下因?yàn)闀r空限制導(dǎo)致的不便,延伸了師徒之間的交流時間,并在一定層面解決了因?yàn)閭�性問題導(dǎo)致的面對面交流不暢等問題。師徒雙方通過在線交流,將知識以文字或資源的形式表達(dá)出來,促進(jìn)了隱性知識的顯性化,提高了教師的專業(yè)發(fā)展。通過豐富網(wǎng)絡(luò)交流途徑、完善網(wǎng)絡(luò)組織結(jié)構(gòu)、提高教師知識擴(kuò)散意愿和完善網(wǎng)絡(luò)試圖制度等措施來提高網(wǎng)絡(luò)環(huán)境下師徒制教師的知識擴(kuò)散。
[Abstract]:With the deepening of educational reform, teachers and disciples in the school environment are produced as an important school-based teacher training method. It has been widely used in primary and secondary schools. However, there are many unfavorable factors in the system of teachers and apprentices in the physical environment of schools, such as the limitation of time and space for the exchange of teachers and disciples, the personality of teachers and disciples, and so on, which affect the effect of communication between the two sides. How to improve the deficiencies of the existing teacher-apprenticeship system and provide a new growth point of teacher professional development need to be further studied. To effectively achieve the goal of teachers' personal professional development, we can strengthen the individual teachers. The communication between teachers and experts as well as the sharing of educational resources and other means of knowledge diffusion to achieve. Under the network environment of master and apprentice pairs and learning community model for the realization of this goal provides a new way of thinking. Namely under the network support environment the teacher and apprentice sign the agreement and stipulate the responsibility obligation of both sides to formulate the appropriate teaching goal. Under this goal to carry out research and learning and other exchange activities. Through the Community between teachers and disciples and other members of the Community between the interaction and publish articles upload teaching resources and other activities. The tacit knowledge of the individual teacher in the community is transformed into the knowledge that can be expressed in the community, and then the tacit knowledge of the individual is transformed through the process of internalization and absorption of the members. The transformation of explicit tacit knowledge promotes the promotion and development of community members. This research is divided into three parts. Firstly, using the method of literature research, this paper studies the current situation of the research on the modern teacher-apprenticeship system, and interviews both teachers and disciples in Beiyuan Primary School in Jinhua City. Summed up the lack of teacher-apprentice communication in the school environment, and then according to the current research situation of the teacher-apprentice system under the network environment, made a summary of the related theoretical research of the teacher-apprentice system at home and abroad, and from the role orientation of the teacher-apprentice system and the relationship between master and apprentice. The guidance mode and content, the influence function and the behavior improvement are respectively interpreted, and how to establish and operate the master and apprentice system under the network environment is put forward. At the same time, the author participates in the interaction between the teacher and the disciple as the help management. Assist both teachers and apprentices to carry out network exchanges and organize students to study. On this basis, through online observation and case study, long-term online tracking of the interaction between teachers and disciples, statistics of both sides of the studio exchange data. According to the theory of group dynamics, situational cognition theory and knowledge diffusion theory, we can learn from the concepts of knowledge potential energy and knowledge potential difference. This paper also puts forward the knowledge diffusion model of teacher-apprenticeship group under the network environment, and puts forward the improvement strategy according to its own practice. Finally, this study is summarized and prospected. The master system under the network environment can improve the responsibility of both teachers and disciples by signing the agreement of master and apprentice, and alleviate the loneliness of individuals in the virtual environment. Enhanced each other's sense of belonging and cohesion. With the help of the network platform and online communication tools, effectively solve the inconvenience caused by the limitation of time and space in the school environment, and extend the communication time between teachers and disciples. At a certain level, it solves the problem of face to face communication caused by personality problems. Both teachers and disciples express their knowledge in the form of words or resources through online communication, which promotes the dominance of tacit knowledge. Improve the professional development of teachers, through the enrichment of network communication channels, improve the network organizational structure. In order to improve the knowledge diffusion of teachers under the network environment, it is necessary to improve the willingness of teachers to spread knowledge and perfect the system of network attempts.
【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G451

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 薄艷玲;;教師教育變革理念下的我國師徒制研究進(jìn)展述評[J];中小學(xué)教師培訓(xùn);2015年02期

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本文編號：1411109