本文選題：生態(tài)系統(tǒng) + 虛擬實(shí)踐共同體　； 參考：《浙江師范大學(xué)》2012年碩士論文

【摘要】：隨著終生學(xué)習(xí)理念的倡導(dǎo),如何突破地域、時(shí)空限制,用信息技術(shù)輔助教師專(zhuān)業(yè)發(fā)展已經(jīng)成為繼續(xù)教育領(lǐng)域關(guān)注的熱點(diǎn)問(wèn)題。教師的專(zhuān)業(yè)發(fā)展不僅僅需要通過(guò)個(gè)人的自學(xué)、培訓(xùn)、實(shí)踐和反思,更需要在教師群體中形成相互合作的專(zhuān)業(yè)發(fā)展環(huán)境和文化。虛擬實(shí)踐共同體對(duì)教師職后專(zhuān)業(yè)發(fā)展的有力支持,已經(jīng)成為實(shí)現(xiàn)教師專(zhuān)業(yè)發(fā)展的良好途徑。虛擬實(shí)踐共同體是實(shí)踐共同體在網(wǎng)絡(luò)上的延伸,是由擁有共同話題或目標(biāo)的共同體成員(包括專(zhuān)家、輔導(dǎo)者等)構(gòu)成的一個(gè)交互的、協(xié)作的學(xué)習(xí)團(tuán)體。虛擬實(shí)踐共同體成員之間以網(wǎng)絡(luò)為通信載體,通過(guò)在線交流,共同完成某個(gè)主題的研討,達(dá)到知識(shí)共享和知識(shí)創(chuàng)新的目的。虛擬實(shí)踐共同體研究的任務(wù)不是提供一套普適的設(shè)計(jì)模型,而是研究根據(jù)不同的需要如何有效培育虛擬共同體的問(wèn)題。 高校輔導(dǎo)員是特殊的教師,在高校中充當(dāng)管理者和教育者的雙重身份。在專(zhuān)業(yè)發(fā)展領(lǐng)域,輔導(dǎo)員始終處于學(xué)科教師群體的邊緣化地位。時(shí)代的發(fā)展和工作的需要都要求高校輔導(dǎo)員必須提高職業(yè)化水平。虛擬實(shí)踐共同體對(duì)高校輔導(dǎo)員群體專(zhuān)業(yè)發(fā)展同樣適用。 生態(tài)學(xué)理論為我們研究虛擬實(shí)踐共同體提供了新的視角,其多樣性、協(xié)同演化、系統(tǒng)性、情境適應(yīng)性和自組織性等特征與虛擬實(shí)踐共同體的特征不謀而合。因此虛擬實(shí)踐共同體是一種教育生態(tài)系統(tǒng)。虛擬實(shí)踐共同體賴以生存的網(wǎng)絡(luò)支撐環(huán)境作為共同體不可分割的部分,共同體成員等同于生態(tài)系統(tǒng)中的生產(chǎn)者和消費(fèi)者,而網(wǎng)絡(luò)管理員和系統(tǒng)維護(hù)員則視為生態(tài)系統(tǒng)的分解者。 本文從共同體的生命周期出發(fā),探討虛擬實(shí)踐共同體誕生期、成長(zhǎng)成熟期直至消亡期這一生命周期中,每個(gè)時(shí)期的特征,重點(diǎn)研究虛擬實(shí)踐共同體的誕生期和成長(zhǎng)成熟期的培育原則和培育策略。 虛擬實(shí)踐共同體的凝聚策略研究是本文的重點(diǎn)之一。在調(diào)查了解高校輔導(dǎo)員的工作特征和網(wǎng)絡(luò)學(xué)習(xí)方式的基礎(chǔ)上,從成員的組織及交互關(guān)系的建立、實(shí)踐資源的匯聚、以實(shí)踐活動(dòng)為基礎(chǔ)的學(xué)習(xí)主題和任務(wù)的設(shè)計(jì)三個(gè)方面研究了共同體的凝聚策略。虛擬實(shí)踐共同體的維系策略研究也是本文的重點(diǎn)。共同體的維系和良好發(fā)展,必然要符合成員的需求。從創(chuàng)建有合作、共享和歸屬感的團(tuán)體文化、設(shè)計(jì)合理的評(píng)價(jià)方式兩個(gè)方面研究了共同體的維系策略。 最后,在培育原則和策略的指導(dǎo)下,結(jié)合輔導(dǎo)員工作需要,使用NetBox、 Dreamweaver和Acess數(shù)據(jù)庫(kù)等搭建了一個(gè)適用于高校輔導(dǎo)員的虛擬實(shí)踐共同體網(wǎng)絡(luò)平臺(tái)。
[Abstract]:With the promotion of lifelong learning concept, how to break through the limitation of region, time and space, and how to use information technology to assist teachers' professional development has become a hot issue in the field of continuing education. Teachers' professional development not only needs self-study, training, practice and reflection, but also needs to form a cooperative professional development environment and culture in the group of teachers. Virtual community of practice has become a good way to realize the professional development of teachers. Virtual community of practice is an extension of the community of practice on the network. It is an interactive and cooperative learning group composed of community members (including experts, tutors, etc.) who have common topics or goals. The virtual practice community members take the network as the communication carrier, through the on-line exchange, completes the discussion of a certain topic together, achieves the goal of knowledge sharing and knowledge innovation. The research task of virtual community of practice is not to provide a set of universal design model, but to study how to effectively cultivate virtual community according to different needs. College counselors are special teachers, acting as both administrators and educators in colleges and universities. In the field of professional development, counselors are always in the marginalized position of subject teachers. The development of the times and the needs of the work require college counselors to improve their professional level. Virtual community of practice is also applicable to the professional development of college counselors. Ecological theory provides a new perspective for us to study virtual community of practice. Its characteristics of diversity, co-evolution, systematization, situational adaptability and self-organization coincide with the characteristics of virtual community of practice. Therefore, virtual community of practice is an educational ecosystem. As an inseparable part of the virtual community, the network supporting environment on which the virtual practice community depends, the members of the community are equal to the producers and consumers in the ecosystem, while the network administrator and the system maintainer are regarded as the decomposers of the ecosystem. Starting from the life cycle of the community, this paper discusses the characteristics of each period in the life cycle of virtual practice community, including its birth, maturity and extinction. Emphasis is placed on the cultivation principles and strategies of the virtual community of practice during its birth and maturity. The research on the cohesion strategy of virtual community of practice is one of the emphases of this paper. On the basis of investigation and understanding of college counselors' working characteristics and network learning methods, from the establishment of members' organization and interaction, the gathering of practical resources, On the basis of practical activities, this paper studies the cohesion strategy of the community from three aspects: learning theme and task design. The maintenance strategy of virtual community of practice is also the focus of this paper. The maintenance and good development of the community must meet the needs of the members. This paper studies the maintenance strategy of the community from the aspects of creating a group culture with a sense of cooperation, sharing and belonging, and designing a reasonable evaluation method. Finally, under the guidance of cultivation principles and strategies, a virtual community of practice network platform suitable for college counselors is built by using NetBox, Dreamweaver and Acess database.
【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：G641

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