【摘要】：近年來(lái),教師教育受重視程度大幅度上升,國(guó)家也出臺(tái)了各種促進(jìn)教師教育發(fā)展的相關(guān)政策法規(guī)。職后師資培訓(xùn)是教師教育的一方面,自2010年國(guó)家開(kāi)始實(shí)施“中小學(xué)教師國(guó)家級(jí)培訓(xùn)計(jì)劃”(簡(jiǎn)稱“國(guó)培計(jì)劃”)以來(lái),各級(jí)各類師資培訓(xùn)項(xiàng)目在全國(guó)如火如荼地開(kāi)展起來(lái),但培訓(xùn)中的工學(xué)矛盾嚴(yán)重、教法單一、理論與實(shí)踐脫節(jié)、實(shí)效性差等問(wèn)題普遍存在,嚴(yán)重阻礙了教師教育的健康可持續(xù)發(fā)展。在“互聯(lián)網(wǎng)+”背景下,師資培訓(xùn)機(jī)構(gòu)和研究人員應(yīng)該積極思考教師培訓(xùn)的過(guò)去、現(xiàn)在和未來(lái),利用現(xiàn)代先進(jìn)互聯(lián)網(wǎng)優(yōu)勢(shì),推進(jìn)基于慕課的師資培訓(xùn)平臺(tái)建設(shè),為以后教師教育的發(fā)展開(kāi)辟一條新的道路。本研究主要從以下五個(gè)部分進(jìn)行闡述:第一章闡述了慕課變革師資培訓(xùn)研究的選題緣由,從師資培訓(xùn)或教師培訓(xùn)、慕課或MOOC(Massive Online Open Course)、基于慕課(MOOC)的師資培訓(xùn)這三方面進(jìn)行文獻(xiàn)綜述,并介紹了本研究的思路、方法與意義。第二章主要從宏觀和微觀的角度介紹慕課變革師資培訓(xùn)的時(shí)代背景與意義,領(lǐng)會(huì)“互聯(lián)網(wǎng)+”行動(dòng)戰(zhàn)略對(duì)社會(huì)發(fā)展的要求,抓住先進(jìn)網(wǎng)絡(luò)技術(shù)帶來(lái)的機(jī)遇,為我國(guó)師資培訓(xùn)指明新的發(fā)展方向。第三章首先介紹了慕課變革師資培訓(xùn)的理論基礎(chǔ),然后通過(guò)梳理并選取遠(yuǎn)程教育各個(gè)階段(即函授教育、廣播電視教育、網(wǎng)絡(luò)教育)的教師教育案例,總結(jié)各階段的成功經(jīng)驗(yàn)和失敗教訓(xùn),為網(wǎng)絡(luò)教育新時(shí)代的慕課(MOOC)培訓(xùn)提供辦學(xué)平臺(tái)、課程開(kāi)發(fā)、教學(xué)評(píng)價(jià)等方面的借鑒和思考。第四章采用文獻(xiàn)分析、訪談?wù){(diào)查及敘事研究法,選取某高校參訓(xùn)教師為研究對(duì)象,從與他們的深入交流和個(gè)別教師的慕課學(xué)習(xí)日志中了解參訓(xùn)教師對(duì)慕課的使用及課堂受影響情況,思考與分析使用現(xiàn)狀背后的原因與影響因素,為網(wǎng)絡(luò)時(shí)代的師資培訓(xùn)創(chuàng)建一個(gè)更高效、更全面、更有發(fā)展前景的平臺(tái)奠定基礎(chǔ)。第五章從慕課的使用意愿、現(xiàn)狀及影響因素中總結(jié)目前師資培訓(xùn)中慕課建設(shè)存在的問(wèn)題,并探尋問(wèn)題解決的對(duì)策,促進(jìn)基于慕課的師資培訓(xùn)模式的完善和發(fā)展。
[Abstract]:In recent years, teacher education has been paid more and more attention, and various policies and regulations have been issued to promote the development of teacher education. Post-service teacher training is one of the aspects of teacher education. Since the implementation of the National training Plan for Primary and Secondary School Teachers in 2010, all kinds of teacher training projects at all levels have been carried out in full swing throughout the country. However, the problems such as serious contradiction between work and learning, single teaching method, disjointed theory and practice, poor actual effect and so on have seriously hindered the healthy and sustainable development of teacher education. Under the background of "Internet", teachers training institutions and researchers should actively think about the past, present and future of teacher training, and make use of the advantages of modern advanced Internet to promote the construction of teacher training platform based on curriculum. For the future development of teacher education to open up a new road. This study is mainly described from the following five parts: the first chapter describes the reasons for the research on teacher training for the reform of curriculum, from the teacher training or teacher training, This paper reviews the three aspects of teacher training based on (MOOC), and introduces the ideas, methods and significance of this study. The second chapter mainly introduces the background and significance of teacher training from macro and micro perspectives, understands the demand for social development from the action strategy of "Internet", and catches the opportunity brought by advanced network technology. It points out a new developing direction for teacher training in our country. The third chapter first introduces the theoretical basis of teacher training for the reform of curriculum, and then combs and selects the cases of teacher education in various stages of distance education (that is, correspondence education, radio and television education, network education). This paper summarizes the successful experience and failure lessons of each stage, and provides the platform for running a school, curriculum development, teaching evaluation and so on for the (MOOC) training of the new era of network education. The fourth chapter uses the literature analysis, interview investigation and narrative research method to select the training teachers of a certain university as the research object. From the deep communication with them and the learning log of individual teachers, we can understand the use of the class and the influence of the classroom, and think about and analyze the reasons and influencing factors behind the present situation of use. For the network era of teacher training to create a more efficient, more comprehensive, more promising platform to lay the foundation. The fifth chapter summarizes the problems existing in the construction of Mu class from the intention of using, the present situation and the influencing factors, and explores the countermeasures to solve the problem, and promotes the improvement and development of the model of teacher training based on the Moo course.
【學(xué)位授予單位】：南昌大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434;G451.2

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 楊曼;杜志強(qiáng);;慕課在師資培訓(xùn)中“位”的思考[J];中小學(xué)教師培訓(xùn);2016年09期

2 任小媛;王志軍;王詩(shī)佳;;基于MOOCs的混合式培訓(xùn)模式研究——高校新教師專業(yè)發(fā)展的新途徑[J];現(xiàn)代教育技術(shù);2016年08期

3 王帆;魏本亞;;大型定制式區(qū)域教師在線培訓(xùn)模式與實(shí)現(xiàn)[J];中國(guó)電化教育;2016年07期

4 趙福君;王黨飛;孟召坤;;西部中小學(xué)教師“學(xué)用研一體”培訓(xùn)模型的構(gòu)建研究[J];教學(xué)與管理;2016年15期

5 劉姍姍;;獨(dú)立教師開(kāi)啟了教育的創(chuàng)新[J];教育發(fā)展研究;2016年04期

6 陳吉榮;;國(guó)外慕課研究最新發(fā)展述評(píng)[J];外語(yǔ)教學(xué)與研究;2016年01期

7 彭霓;雷江華;;MOOC在特教師資培訓(xùn)中的應(yīng)用前景分析[J];現(xiàn)代特殊教育;2016年02期

8 朱國(guó)忠;;激發(fā)“專業(yè)暢想力”,迎接“慕課時(shí)代”的語(yǔ)文課程[J];中小學(xué)教師培訓(xùn);2016年01期

9 金慧;蘭麗寧;宋靈青;;可持續(xù)發(fā)展的學(xué)習(xí):使命、目標(biāo)與戰(zhàn)略——訪英聯(lián)邦學(xué)習(xí)共同體主席兼首席執(zhí)行官阿莎·辛格·卡瓦[J];中國(guó)電化教育;2016年01期

10 李艷紅;李思志;;基于MOOC的教師培訓(xùn)機(jī)制探討[J];科教導(dǎo)刊(中旬刊);2015年11期

相關(guān)碩士學(xué)位論文 前10條

1 李林容;山西省農(nóng)村中小學(xué)教師培訓(xùn)問(wèn)題與對(duì)策研究[D];山西師范大學(xué);2015年

2 畢丹丹;中國(guó)網(wǎng)絡(luò)教育發(fā)展二十年述評(píng)[D];吉林大學(xué);2015年

3 孔德宇;基于計(jì)算思維的大學(xué)計(jì)算機(jī)基礎(chǔ)MOOC課程模式研究[D];河南師范大學(xué);2015年

4 李云娥;中小學(xué)教師網(wǎng)絡(luò)繼續(xù)教育學(xué)習(xí)現(xiàn)狀的分析及策略研究[D];陜西師范大學(xué);2015年

5 程琳;主流MOOC平臺(tái)對(duì)比分析研究[D];南京郵電大學(xué);2015年

6 王秀婷;基于edX的MOOC互動(dòng)交流平臺(tái)的設(shè)計(jì)與實(shí)現(xiàn)[D];哈爾濱工業(yè)大學(xué);2014年

7 張利利;新課改背景下中小學(xué)教師繼續(xù)教育模式研究[D];陜西師范大學(xué);2011年

8 高倩倩;農(nóng)村中小學(xué)教師培訓(xùn)有效性研究[D];西南大學(xué);2011年

9 田曉蕾;中小學(xué)教師培訓(xùn)機(jī)制——中外比較的視角[D];華東師范大學(xué);2010年

10 光佳;中小學(xué)教師培訓(xùn)的有效性研究[D];上海師范大學(xué);2005年

，

本文編號(hào)：2244135