本文選題：SNS + 教師學(xué)習(xí)共同體�。� 參考：《東北師范大學(xué)》2013年碩士論文

【摘要】：教育對于任何一個時代的社會發(fā)展來說都具有非同一般的作用，教師作為教育的執(zhí)行者，更是對教育的優(yōu)化起著不可替代的作用。因此，，作為一名合格的教師，就應(yīng)該不斷的提高自己，不斷的學(xué)習(xí)知識，尤其是專業(yè)相關(guān)的知識。目前，教師學(xué)習(xí)雖然有很多途徑和方法，我們不否認(rèn)這些方法已經(jīng)很好的促進(jìn)了教師的學(xué)習(xí)和提高。但是，科技在進(jìn)步，社會在發(fā)展，教師學(xué)習(xí)的方法也是變化的。我們應(yīng)該充分利用現(xiàn)行的技術(shù)去更好的支持教師的學(xué)習(xí)。 另外，要成為一位新時代合格的新型教師，就要與教育的信息化相隨共舞，這就需要教師有開放的心態(tài)和敢于實踐的勇氣，勇于向他人學(xué)習(xí)，勇于接受新事物、利用新事物，切不可固步自封。建構(gòu)教師學(xué)習(xí)共同體可以幫助教師借助網(wǎng)絡(luò)交流平臺進(jìn)行合作交流，打破教師之間的孤立封閉狀態(tài)，能更加有效地幫助教師的學(xué)習(xí)與發(fā)展。隨著網(wǎng)絡(luò)技術(shù)的迅猛發(fā)展和逐漸普及，基于社會網(wǎng)絡(luò)服務(wù)的教師共同體學(xué)習(xí)平臺必將成為教師進(jìn)行個人知識建構(gòu)、促進(jìn)自身發(fā)展的理想學(xué)習(xí)平臺。因此，本文主要就現(xiàn)行的以互動、分享、協(xié)作理念為宗旨的社會性網(wǎng)絡(luò)服務(wù)（SNS）對教師共同體學(xué)習(xí)的支持進(jìn)行了探討。 首先，文章分析了國內(nèi)外相關(guān)的研究，并進(jìn)行綜述。 其次，梳理了教師網(wǎng)絡(luò)學(xué)習(xí)共同體的相關(guān)概念，并分析了其內(nèi)涵與理論基礎(chǔ)，在參考國內(nèi)外學(xué)者對教師網(wǎng)絡(luò)學(xué)習(xí)共同體的定義的基礎(chǔ)上提出基于SNS的教師學(xué)習(xí)共同體的涵義。 第三，筆者又通過訪談、問卷調(diào)查等方式對一些教師的學(xué)習(xí)現(xiàn)狀進(jìn)行了初步的調(diào)查，基于調(diào)查和訪談的結(jié)果剖析其中存在的問題，對教師的實際學(xué)習(xí)需求進(jìn)行深入的了解；并分析教師學(xué)習(xí)及其教師在共同體中學(xué)習(xí)的特點，最終得出SNS對于教師學(xué)習(xí)共同體的意義。 第四，文章又進(jìn)一步學(xué)習(xí)和借鑒國內(nèi)外有關(guān)網(wǎng)絡(luò)學(xué)習(xí)共同體的典型模型，初步構(gòu)建出一個適宜于基于SNS的教師學(xué)習(xí)共同體模型。 第五，根據(jù)模型系統(tǒng)設(shè)計平臺的各功能模塊，初步搭建平臺。并選取部分教師作為試用對象，將平臺應(yīng)用于教師學(xué)習(xí)中，以驗證平臺的有效性。并對實踐結(jié)果進(jìn)行了分析與總結(jié)。 最后，對本文的研究工作進(jìn)行總結(jié)，指出研究中的不足和進(jìn)一步工作。
[Abstract]:Education plays an extraordinary role in the social development of any era, and teachers, as the executors of education, play an irreplaceable role in the optimization of education.Therefore, as a qualified teacher, should constantly improve their own, constantly learning knowledge, especially professional related knowledge.At present, although there are many ways and means of teacher learning, we do not deny that these methods have promoted teachers' learning and improvement.However, science and technology are progressing, society is developing, and teachers' methods of learning are also changing.We should make full use of existing technology to better support teachers' learning.In addition, to become a qualified new teacher in the new era, we must dance with the informationization of education. This requires teachers to have an open mind and courage to practice, to learn from others, to accept new things, and to make use of new things.Don't be complacent.The construction of teacher learning community can help teachers to cooperate with each other with the help of network communication platform, break the isolated and closed state among teachers, and help teachers learn and develop more effectively.With the rapid development and popularization of network technology, the teacher community learning platform based on social network service will become the ideal learning platform for teachers to construct personal knowledge and promote their own development.Therefore, this paper mainly discusses the social network service (SNSs), which aims at interaction, sharing and collaboration, to support teachers' community learning.First of all, the article analyzes the domestic and foreign related research, and carries on the summary.Secondly, this paper combs the related concepts of the teachers' e-learning community, analyzes its connotation and theoretical basis, and puts forward the meaning of the teacher-learning community based on SNS based on the reference to the definition of the teacher's e-learning community by domestic and foreign scholars.Thirdly, the author makes a preliminary investigation on the current situation of some teachers' learning through interviews and questionnaires, analyzes the existing problems based on the results of the investigation and interviews, and makes a deep understanding of the teachers' actual learning needs.Finally, the significance of SNS for teachers learning community is obtained by analyzing the characteristics of teacher learning and their learning in community.Fourthly, the paper further studies and draws lessons from the typical model of the network learning community at home and abroad, and constructs a model suitable for the teacher learning community based on SNS.Fifthly, according to each function module of the model system design platform, build the platform preliminarily.Some teachers are selected as trial objects, and the platform is applied to teacher learning to verify the effectiveness of the platform.The practical results are analyzed and summarized.Finally, this paper summarizes the research work, points out the shortcomings and further work.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G434

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