本文選題：教師專業(yè)發(fā)展 + 虛擬實(shí)踐共同體��； 參考：《西南大學(xué)》2013年碩士論文

【摘要】：隨著世界范圍教育水平的不斷提升,教師專業(yè)化發(fā)展受到越來越多的重視。作為教師成長(zhǎng)的知識(shí)基礎(chǔ),實(shí)踐性知識(shí)在教師專業(yè)化發(fā)展的過程中起到了至關(guān)重要的作用。在教師實(shí)踐性知識(shí)的發(fā)展過程中,與他人共享是十分有效的途徑。但實(shí)際共享的過程中卻存在很多問題,主要表現(xiàn)為：基于校內(nèi)范圍的知識(shí)共享缺乏優(yōu)質(zhì)資源；而基于網(wǎng)絡(luò)的知識(shí)共享缺乏專業(yè)引領(lǐng)、同伴之間交流不深入。在這種情況下,區(qū)域作為教師成長(zhǎng)的重要環(huán)境,為教師共享實(shí)踐性知識(shí)提供了良好的空間載體。而虛擬實(shí)踐共同體立足于解決成人[作中遇到的真實(shí)問題,支持其通過日常的社會(huì)實(shí)踐學(xué)習(xí)和反思,為教師實(shí)踐性知識(shí)共享提供了新的契機(jī)。 基于此,本研究構(gòu)建區(qū)域教師虛擬實(shí)踐共同體支持平臺(tái),立足于解決教師教學(xué)實(shí)踐中遇到的真實(shí)問題,以教師的教學(xué)實(shí)踐為基礎(chǔ),通過交流和反思促進(jìn)教師之間實(shí)踐性知識(shí)的共享和發(fā)展。 本研究主要分為理論梳理、調(diào)查研究、模型構(gòu)建、平臺(tái)開發(fā)、平臺(tái)試用和反思評(píng)價(jià)六個(gè)階段。首先,對(duì)本研究涉及的核心概念界定和相關(guān)理論進(jìn)行了梳理,在此基礎(chǔ)上,對(duì)目前中小學(xué)教師實(shí)踐性知識(shí)共享的情況和遇到的問題進(jìn)行了調(diào)研與分析,并了解了中小學(xué)教師對(duì)于構(gòu)建支持平臺(tái)的需求；接著在相關(guān)理論和調(diào)查研究的基礎(chǔ)上構(gòu)建了區(qū)域教師虛擬實(shí)踐共同體的理論模型,設(shè)計(jì)了支持平臺(tái)的相關(guān)功能模塊,并利用SpaceBuilder進(jìn)行了功能實(shí)現(xiàn)；最后對(duì)平臺(tái)進(jìn)行了有限范圍的試用,選取重慶市涪陵區(qū)四所中小學(xué)的部分教師作為樣本,將平臺(tái)應(yīng)用于教師實(shí)踐性知識(shí)的共享中,通過案例分析、問卷訪談等途徑,對(duì)平臺(tái)的試用效果進(jìn)行了總結(jié)反思。 研究表明：區(qū)域教師虛擬實(shí)踐共同體支持平臺(tái)為區(qū)域教師共享實(shí)踐性知識(shí)提供了良好的環(huán)境和工具支持,通過名師引領(lǐng)、群組組建、活動(dòng)設(shè)計(jì)激發(fā)了教師參與知識(shí)共享的熱情,提高了知識(shí)共享的質(zhì)量和效果。這對(duì)解決目前教師實(shí)踐性知識(shí)共享中存在的問題提供了幫助,也在一定程度上豐富了虛擬實(shí)踐共同體的理論。
[Abstract]:With the continuous improvement of the world-wide education level, the professional development of teachers has been paid more and more attention. As the knowledge base of teacher's growth, practical knowledge plays an important role in the process of teacher's professional development. In the development of teachers' practical knowledge, sharing with others is a very effective way. However, there are many problems in the process of actual sharing, such as the lack of high-quality resources in the knowledge sharing based on campus, the lack of professional guidance in web-based knowledge sharing, and the lack of in-depth communication among peers. In this case, as an important environment for teachers' growth, the region provides a good space carrier for teachers to share practical knowledge. The virtual community of practice is based on solving the real problems encountered by adults, and supports them to learn and reflect through daily social practice, which provides a new opportunity for teachers to share practical knowledge. Based on this, this research constructs the regional teachers virtual practice community support platform, based on solving the real problems encountered in teachers' teaching practice, based on the teachers' teaching practice. To promote the sharing and development of practical knowledge among teachers through communication and reflection. This research is divided into six stages: theoretical combing, investigation and research, model building, platform development, platform trial and reflection evaluation. First of all, the definition of core concepts and related theories involved in this study are combed, and on this basis, the situation and problems of practical knowledge sharing among primary and secondary school teachers are investigated and analyzed. Then the theoretical model of the regional teacher virtual practice community is constructed on the basis of relevant theory and investigation, and the relevant functional modules of the support platform are designed. Finally, a limited trial of the platform is carried out, and some teachers from four primary and secondary schools in Fuling District of Chongqing City are selected as samples. The platform is applied to the sharing of teachers' practical knowledge, and the case study is carried out. Questionnaire interview and other ways, the platform trial results were summarized and reflected. The research shows that the support platform of regional teacher virtual practice community provides a good environment and tools for regional teachers to share practical knowledge. Through leading teachers, organizing groups and designing activities, teachers' enthusiasm for participating in knowledge sharing is aroused. The quality and effect of knowledge sharing are improved. It is helpful to solve the problems existing in teachers' practical knowledge sharing and to some extent enriches the theory of virtual community of practice.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：TP391.9;G434

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