本文選題：教師學(xué)習(xí)者 + 教師學(xué)習(xí)者身份　； 參考：《湖南大學(xué)》2014年碩士論文

【摘要】：近年來，教師學(xué)習(xí)和發(fā)展越來越受到廣大社會(huì)的關(guān)注，單純的教師培訓(xùn)已不能滿足需求。為了獲得更廣闊的知識(shí)，更真實(shí)的教育體驗(yàn)，一種新興的學(xué)習(xí)共同體發(fā)展起來，并受到國內(nèi)外眾多教育研究者的肯定。1991年，Lave和Wenger提出了“網(wǎng)絡(luò)社群”（Community of Practice）這一概念。隨著CoP逐漸趨于完善和教師發(fā)展需求的不斷增加，教育者們把CoP運(yùn)用到真實(shí)的網(wǎng)絡(luò)教師學(xué)習(xí)環(huán)境中來，創(chuàng)建網(wǎng)絡(luò)學(xué)習(xí)共同體。教師們加入其中，相互分享知識(shí)、經(jīng)驗(yàn)，提出問題，解答疑難，相互學(xué)習(xí)、共同發(fā)展。 鑒于此，本研究選取了一個(gè)創(chuàng)立有三年之久的網(wǎng)絡(luò)學(xué)習(xí)共同體CLEN（ChinaLanguage Educators Network），以CLEN里的教師成員為研究對(duì)象，從教師作為學(xué)習(xí)者的研究角度出發(fā)通過觀察他們的身份和變化，探尋他們?cè)诰W(wǎng)絡(luò)學(xué)習(xí)共同體中的學(xué)習(xí)需求，促進(jìn)教師專業(yè)發(fā)展。本研究主要回答三個(gè)問題：第一、在CLEN中，教師學(xué)習(xí)者主要體現(xiàn)出哪些身份？第二、在CLEN中，教師學(xué)習(xí)者的身份是如何變化的？第三、在CLEN中，哪些因素促成教師學(xué)習(xí)者身份的轉(zhuǎn)換？ 本研究歷時(shí)兩個(gè)學(xué)期，采用內(nèi)容分析和訪談的研究方式，對(duì)CLEN中的教師成員的主頁、微博內(nèi)容進(jìn)行觀察和搜集，根據(jù)三大研究主題和Wenger的身份理論對(duì)數(shù)據(jù)進(jìn)行歸類和整理分析。得出以下研究結(jié)果： 第一、在網(wǎng)絡(luò)學(xué)習(xí)共同體CLEN中，教師作為學(xué)習(xí)者的身份主要有五種：周邊學(xué)習(xí)者、入境學(xué)習(xí)者、內(nèi)幕學(xué)習(xí)者、邊界學(xué)習(xí)者和出境學(xué)習(xí)者。 第二、在不同的階段，不同的學(xué)習(xí)氛圍下，教師學(xué)習(xí)者的身份有著不同程度的變化，如從周邊學(xué)習(xí)者向邊界學(xué)習(xí)者轉(zhuǎn)變，從出境學(xué)習(xí)者向內(nèi)幕學(xué)習(xí)者轉(zhuǎn)變，從邊界學(xué)習(xí)者向內(nèi)幕學(xué)習(xí)者轉(zhuǎn)變。 第三、在學(xué)習(xí)者身份轉(zhuǎn)換的過程中，有兩大主要影響因素：學(xué)習(xí)者自身的因素和CLEN的自身特質(zhì)。 這一結(jié)果不僅使教師掌握了教師在網(wǎng)絡(luò)學(xué)習(xí)平臺(tái)CLEN里身份狀態(tài)，更大程度上挖掘了在網(wǎng)絡(luò)學(xué)習(xí)中影響教師學(xué)習(xí)者身份轉(zhuǎn)換的原因，從而促進(jìn)教師和網(wǎng)絡(luò)學(xué)習(xí)共同體更完善的發(fā)展。 本研究也有一定的局限性:第一,教師選樣性別的局限，因研究對(duì)象均為女性，所以性別影響身份轉(zhuǎn)換的情況無法分析；第二，CLEN作為國際教師學(xué)習(xí)網(wǎng)絡(luò)平臺(tái)，，目前著重開發(fā)國內(nèi)市場(chǎng)，國外教師成員的學(xué)習(xí)和身份沒有分析。
[Abstract]:In recent years, teachers' learning and development have attracted more and more attention of the society. In order to gain wider knowledge and more real educational experience, a new learning community has been developed and recognized by many educational researchers at home and abroad. In 1991, Lave and Wenger put forward the concept of "Community of practice". With the gradual improvement of cop and the increasing demands of teachers' development, educators apply cop to the real network teachers' learning environment and create a network learning community. Teachers join in, share knowledge, experience, ask questions, solve problems, learn from each other, and develop together. In view of this, this study selects a network learning community, CLEN (China language educators Network), which has been established for three years, taking the teachers in CLEN as the research object, and observing their identities and changes from the perspective of teachers as learners. Explore their learning needs in the network learning community to promote the professional development of teachers. This study mainly answers three questions: first, in CLEN, what identity does the teacher and learner embody? Second, how does the identity of teachers and learners change in CLEN? Third, in CLEN, what factors contribute to the transformation of the identity of teachers and learners? This study lasted for two semesters, using the methods of content analysis and interview, to observe and collect the main page and Weibo content of teacher members in CLEN, and classify and analyze the data according to the three research topics and Wenger's identity theory. The main results are as follows: first, in CLEN, a web-based learning community, there are five kinds of identity of teachers as learners: peripheral learners, inbound learners, insider learners, border learners and outbound learners. Second, in different stages and different learning environments, the identity of teachers and learners varies to different degrees, such as from peripheral learners to border learners, from outbound learners to insider learners. From boundary learners to insider learners. Thirdly, there are two main influencing factors in the process of identity transition: learner's own factors and CLEN's own characteristics. This result not only enables teachers to master the status of teachers in the network learning platform CLEN, but also to a greater extent excavates the reasons that affect the conversion of teachers' identity in online learning. So as to promote teachers and network learning community more perfect development. This research also has some limitations: first, the limitation of teacher sample selection gender, because the research object is female, so the situation of gender influence identity transformation can not be analyzed; second, CLEN as the international teacher learning network platform, At present, focus on the development of the domestic market, foreign teachers and members of the study and identity has not been analyzed.
【學(xué)位授予單位】：湖南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G434

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