【摘要】：隨著教育信息化時代的到來,博客作為一種普適性工具在教育領(lǐng)域得到廣泛的應(yīng)用。博客為教師和學(xué)生進(jìn)行自我反思、網(wǎng)絡(luò)教研、知識管理及溝通交流提供了有效技術(shù)保障,并因技術(shù)門檻低這一特點受到教師及學(xué)生的青睞。隨著教育博客數(shù)量的增多,其發(fā)展問題受到廣泛關(guān)注。 2008年12月20日,在我國廣西南寧召開的教育技術(shù)年會上,李克東教授針對海鹽教師博客發(fā)展中存在的問題的提問引發(fā)了諸多研究人員及學(xué)者對教育博客交互性問題的思考。隨后黎加厚教授根據(jù)歷史上“李約瑟難題”的提法將之命名為“李克東難題”。2009年在我國福州舉行的教育技術(shù)年會上,李克東教授將“李克東難題”的內(nèi)涵延伸至“網(wǎng)絡(luò)教研社群健康發(fā)展的關(guān)鍵點”上。然而學(xué)者們對教育博客在迅速發(fā)展的過程中遭遇的瓶頸問題---博客的交互性提升問題的關(guān)注并沒有因此而減少。對于這一問題部分學(xué)者認(rèn)為是博客平臺本身的原因,另一部分學(xué)者則認(rèn)為教育博客適合作為交流溝通的平臺且著力將教育博客引導(dǎo)至深度交互的發(fā)展方向。然而由于教育博客的整體交互水平偏低強調(diào)深度交互引發(fā)了來自一線教師的質(zhì)疑。教育博客交互性偏低的問題是否是博客平臺本身的原因?本文在橫向和縱向綜合評估博客平臺的交互功能后認(rèn)為教育博客平臺在技術(shù)層面絕對適合交流溝通。同時在對教育博客的交互現(xiàn)狀進(jìn)行初步觀察時發(fā)現(xiàn)許多教育博客中博文數(shù)量龐大,內(nèi)容豐富然而交互卻很薄弱,絕大多數(shù)博文的評價量為零。目前關(guān)于教育博客交互性的研究中部分學(xué)者強調(diào)引導(dǎo)教育博客向深度交互方向發(fā)展,本文在調(diào)研教育博客現(xiàn)狀的基礎(chǔ)上得出目前強調(diào)深度交互并不適宜,要達(dá)到深度交互的高度需要首先強調(diào)交互習(xí)慣及交互意識的積累。 本文在大量文獻(xiàn)調(diào)研的基礎(chǔ)上首先對研究背景和國內(nèi)外教育博客的研究現(xiàn)狀做了詳細(xì)闡述,并在此基礎(chǔ)上界定了教育博客、教師博客、及教育博客交互性這三個概念;闡明強化教育博客交互性的必要性并通過大量的文獻(xiàn)調(diào)研對教育博客的交互性進(jìn)行分析提出了教育博客交互性的評價方案;利用這套評價方案分別對目前我國教育博客交互現(xiàn)狀進(jìn)行評估后發(fā)現(xiàn)大眾商業(yè)平臺中教育板塊的博客與專門教師博客平臺中的教育博客在交互性方面存在顯著差異;本文在總結(jié)大眾商業(yè)平臺中在交互性方面表現(xiàn)突出的教育博客的特點的基礎(chǔ)上從博客平臺管理、博主交互意識以及訪客交互意識三方面提出提升教育博客交互性的策略。
[Abstract]:With the arrival of educational information age, blog as a universal tool has been widely used in the field of education. Blog provides effective technical guarantee for teachers and students to self-reflect, network teaching and research, knowledge management and communication, and is favored by teachers and students because of the low technical threshold. With the increase in the number of educational blogs, its development has been widely concerned. On December 20, 2008, at the annual meeting of educational technology held in Nanning, Guangxi, Professor Li Kedong's question on the problems existing in the development of Haiyan teacher's blog caused many researchers and scholars to think about the interactive problem of educational blog. Professor Li Jia-hou then named it "Li Kedong problem" according to the historical formulation of "Needham difficult problem." at the educational technology conference held in Fuzhou, China, in 2009, Professor Li Kedong extends the connotation of Li Kedong problem to the key point of the healthy development of online teaching and research community. However, scholars do not pay less attention to the bottleneck of educational blog in the process of rapid development, that is, the interaction of blog. For this problem, some scholars think it is the reason of the blog platform itself, others think that the education blog is suitable for communication and communication, and focus on guiding the education blog to the development direction of deep interaction. However, due to the low level of interaction of education blog, emphasizing the deep interaction, it raises questions from teachers. Is the low interactivity of education blog the reason for the blog platform itself? After evaluating the interactive function of the blog platform horizontally and vertically, this paper thinks that the educational blog platform is absolutely suitable for communication at the technical level. At the same time, it is found that many educational blogs have a large number of blog posts, rich content but weak interaction, and most of them have zero evaluation. In the current research on the interaction of educational blog, some scholars emphasize guiding education blog to develop towards deep interaction. Based on the investigation of the current situation of education blog, this paper concludes that it is not appropriate to emphasize deep interaction at present. In order to achieve the high level of deep interaction, the interaction habit and the accumulation of interaction consciousness should be emphasized first. On the basis of a lot of literature research, this paper firstly expounds the research background and the current situation of education blog at home and abroad, and then defines the three concepts of education blog, teacher blog and educational blog interaction. This paper expounds the necessity of strengthening the interactivity of educational blog and puts forward the evaluation scheme of educational blog's interactivity through a lot of literature research. Using this evaluation scheme to evaluate the current situation of educational blog interaction in China, it is found that there are significant differences in the interaction between the education blog in the mass business platform and the education blog in the specialized teacher blog platform. On the basis of summing up the characteristics of educational blog which is outstanding in the interactive aspect of popular business platform, this paper puts forward some strategies to improve the interaction of educational blog from three aspects: blog platform management, blog user interaction consciousness and visitor interaction consciousness.
【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】：2011
【分類號】：G434

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