發(fā)布時(shí)間：2018-11-20 17:55

【摘要】：網(wǎng)絡(luò)研修社區(qū)的出現(xiàn)為教師教研提供了開放、動(dòng)態(tài)、豐富的學(xué)習(xí)環(huán)境,網(wǎng)絡(luò)研修社區(qū)可以有效推進(jìn)教師的網(wǎng)絡(luò)教研活動(dòng)和教師遠(yuǎn)程培訓(xùn)的順利開展。當(dāng)前網(wǎng)絡(luò)研修社區(qū)存在的一些低效現(xiàn)象卻阻礙著網(wǎng)絡(luò)研修社區(qū)在推動(dòng)教師專業(yè)發(fā)展方面發(fā)揮的促進(jìn)作用。然而,活動(dòng)理論為網(wǎng)絡(luò)研修社區(qū)的構(gòu)建提供全新的思路和方法。本研究在深入分析活動(dòng)理論的各個(gè)要素及其構(gòu)成子系統(tǒng)的基礎(chǔ)上,將活動(dòng)理論的系統(tǒng)框架作為主要理論指導(dǎo),在此基礎(chǔ)上,結(jié)合學(xué)習(xí)共同體理論作為重要的理論支持。采用問卷調(diào)查法對(duì)中小學(xué)教師參與網(wǎng)絡(luò)研修社區(qū)的現(xiàn)狀及需求展開研究,從中了解到當(dāng)前網(wǎng)絡(luò)研修社區(qū)存在的問題與一線教師對(duì)網(wǎng)絡(luò)研修社區(qū)的期望,為網(wǎng)絡(luò)研修社區(qū)的構(gòu)建提供依據(jù)和參考。筆者結(jié)合現(xiàn)狀調(diào)查和需求分析的結(jié)果,將活動(dòng)理論應(yīng)用于網(wǎng)絡(luò)研修社區(qū)中,力求總結(jié)提煉出活動(dòng)理論視角下的網(wǎng)絡(luò)研修社區(qū)模型,以擴(kuò)充活動(dòng)理論的應(yīng)用范圍并豐富活動(dòng)理論的應(yīng)用研究。網(wǎng)絡(luò)研修社區(qū)模型在活動(dòng)理論的框架基礎(chǔ)上,將各個(gè)要素轉(zhuǎn)換為網(wǎng)絡(luò)研修環(huán)境下的要素,更符合網(wǎng)絡(luò)研修的實(shí)際情況。模型中的各個(gè)要素當(dāng)中,重點(diǎn)強(qiáng)調(diào)研修規(guī)則和責(zé)任分工兩個(gè)要素,這兩項(xiàng)是網(wǎng)絡(luò)研修社區(qū)高效開展網(wǎng)絡(luò)研修活動(dòng)的關(guān)鍵。在理論模型基礎(chǔ)上,針對(duì)網(wǎng)絡(luò)研修社區(qū)的具體構(gòu)建過程,提出網(wǎng)絡(luò)研修社區(qū)的實(shí)踐模型,網(wǎng)絡(luò)研修社區(qū)的實(shí)踐模型包括網(wǎng)絡(luò)研修的活動(dòng)實(shí)施模型和網(wǎng)絡(luò)研修的社區(qū)構(gòu)成模型。網(wǎng)絡(luò)研修的活動(dòng)實(shí)施模型充分體現(xiàn)活動(dòng)思想,強(qiáng)調(diào)規(guī)則和勞動(dòng)分工,實(shí)現(xiàn)資源的及時(shí)更新,為一線教師在網(wǎng)絡(luò)研修社區(qū)中開展研修活動(dòng)提供具體、可行的指導(dǎo)。網(wǎng)絡(luò)研修的社區(qū)構(gòu)成模型體現(xiàn)出工具是主要的研修支持平臺(tái)。個(gè)人空間和共同體空間分別為研修者和共同體提供展示和深入交流的機(jī)會(huì),此模型為一線教師具體構(gòu)建網(wǎng)絡(luò)研修社區(qū)提供參考。借助現(xiàn)有的實(shí)踐機(jī)會(huì)和平臺(tái),將網(wǎng)絡(luò)研修社區(qū)模型應(yīng)用于具體實(shí)踐,主要通過對(duì)網(wǎng)絡(luò)研修社區(qū)的實(shí)踐案例做全面地闡述以說明網(wǎng)絡(luò)研修社區(qū)理論模型和實(shí)踐模型對(duì)具體實(shí)踐的切實(shí)指導(dǎo)意義。采用訪談法對(duì)研修社區(qū)的參與者進(jìn)行參與感受和建議方面的訪談,以此作為網(wǎng)絡(luò)研修社區(qū)的效果評(píng)價(jià)。個(gè)人能力水平的限制使活動(dòng)理論在網(wǎng)絡(luò)研修社區(qū)中的應(yīng)用存在不足,如實(shí)踐應(yīng)用范圍較小,某些要素構(gòu)建得不夠完善。后續(xù)研究中筆者希望能夠找到更多希望進(jìn)行網(wǎng)絡(luò)研修的一線教師參與到網(wǎng)絡(luò)研修社區(qū)中,在實(shí)踐中不斷完善、修訂規(guī)則及責(zé)任分工,整理完善資源,形成基于教學(xué)實(shí)踐問題的微視頻解決方案,逐步實(shí)現(xiàn)教師網(wǎng)絡(luò)研修的常態(tài)化。本研究旨在構(gòu)建網(wǎng)絡(luò)研修社區(qū)的模型,指導(dǎo)當(dāng)前網(wǎng)絡(luò)研修社區(qū)的建設(shè),使網(wǎng)絡(luò)研修社區(qū)能夠真正地幫助一線教師開展有效的網(wǎng)絡(luò)研修活動(dòng),進(jìn)而為教師的專業(yè)化發(fā)展提供可靠保障。
[Abstract]:The emergence of network research community provides an open, dynamic and rich learning environment for teachers. The network research community can effectively promote teachers' online teaching and research activities and the smooth development of teachers' distance training. At present, some inefficient phenomena exist in the network study community, but it hinders the promoting role of the network study community in promoting the professional development of teachers. However, the activity theory provides new ideas and methods for the construction of network study community. Based on the in-depth analysis of the elements of the activity theory and its constituent subsystems, the systematic framework of the activity theory is taken as the main theoretical guidance, and on this basis, the learning community theory is taken as the important theoretical support. This paper studies the current situation and needs of primary and secondary school teachers participating in the network study community by means of questionnaire, and finds out the problems existing in the network study community and the expectation of the front-line teachers to the network study community. For the construction of network research community to provide the basis and reference. Based on the results of current situation investigation and demand analysis, the author applies the activity theory to the network study community, and tries to summarize and refine the network learning community model from the perspective of activity theory. In order to expand the scope of application of activity theory and enrich the study of the application of activity theory. On the basis of the framework of activity theory, the network learning community model converts each element into the element under the network study environment, which is more in line with the actual situation of network study. Among the various elements in the model, the emphasis is placed on the two elements of the study rules and the division of responsibilities, which are the key factors for the network learning community to carry out the online learning activities efficiently. Based on the theoretical model, the paper puts forward the practice model of the network learning community, which includes the activity implementation model of the network study and the community composition model of the network study. According to the concrete construction process of the network study community, the paper puts forward the practice model of the network study community. The activity implementation model of network study fully embodies the thought of activity, emphasizes the rules and division of labor, realizes the timely renewal of resources, and provides concrete and feasible guidance for the first line teachers to carry out the research activities in the network study community. The community composition model of network research shows that the tool is the main research support platform. The personal space and the community space provide the opportunity of demonstration and deep communication for the researcher and the community respectively. This model provides the reference for the first-line teachers to construct the network study community. With the help of existing practice opportunities and platforms, the network learning community model is applied to practice. In order to explain the practical significance of the theoretical model and the practical model of the network study community, the paper mainly expounds the practice cases of the network study community. The participants in the study community were interviewed in terms of participation feelings and suggestions, which was used as an evaluation of the effect of the online study community. The limitation of individual ability level makes the application of activity theory in network study community insufficient, for example, the range of practical application is relatively small, and some elements are not well constructed. In the follow-up study, I hope to find more front-line teachers who want to participate in the network study community, improve in practice, revise the rules and responsibilities, organize and improve the resources. The microvideo solution based on the teaching practice problem is formed, and the teacher network training is becoming more and more regular. The purpose of this study is to build a model of network learning community, to guide the construction of network study community, and to make the network study community really help front-line teachers to carry out effective network study activities. Furthermore, it can provide reliable guarantee for the professional development of teachers.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G434;G637.2

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