“在线教育实习共同体”的概念框架:目标、构成、特征与培育  

A Conceptual Framework of "Online Community of Teaching Practice":Objective,Components,Characteristics and Cultivation

作　　者：郑燕林[1] 李卢一[2] 

机构地区：[1]东北师范大学计算机科学与信息技术学院,吉林长春130117 [2]东北师范大学教育科学学院,吉林长春130024

出　　处：《远程教育杂志》2011年第2期44-49,共6页Journal of Distance Education

基　　金：全国教育科学"十一五"规划国家青年基金项目"知识管理视角下基于网络的教育实习共同体的实证研究"(NO.CCA090126)阶段性成果

摘　　要：对基于网络支持的教育实习共同体(简称"在线教育实习共同体")的概念框架的讨论,内含对"在线教育实习共同体"的本质目标、构成要素、基本特征与培育规划等四个方面的分析。"在线教育实习共同体"本质上是指向教育实习过程中显隐性知识的转化;包含了成员、领域、实践及网络等四个构成要素;具有情境性、结构性、分布性与整合性等四个基本特征。所建议的"在线教育实习共同体"培育规划包括分析培育需求、制定培育计划、提供适宜的支持以及培育效果评价等四个关键环节。A conceptual framework of a community of teaching practice supported by networks （ abbreviated as ＂Online Community of Teaching Practice＂） is proposed that includes its critical objective, components, characteristics and cultivation. An online community of teaching practice is in substance directed to the transformation of explicit and tacit knowledge involved in the process of teaching practice; encompasses four essentials, including community members, domain, practice and networks; and possesses four fundamental characteristics, including contextilization, structure, distribution and integrity. There are four key steps suggested fi, r the cultivation of an online community of teaching practice, including demand analysis, systematic planning, feasible supports, and scientific evaluation.

关 键 词：在线教育实习共同体 网络 构成 特征 

分 类 号：G434[文化科学—教育学]