Web2.0环境下职前教师实践性知识的生成  

Generation of Pre-service Teachers' Practical Knowledge in Web 2.0 Environment

作　　者：邓国民[1] 

机构地区：[1]贵阳学院化材系,贵州贵阳550005

出　　处：《贵州师范大学学报（社会科学版）》2012年第5期126-133,共8页Journal of Guizhou Normal University(Social Sciences)

基　　金：教育部人文社会科学研究西部和边疆地区规划基金项目"欠发达地区职前教师实践性知识的培养研究-以贵州省为例"(课题编号:09XJA880002)的成果;贵州省教育厅高校人文社会科学研究项目"教育技术的美学基础研究"(课题编号:10ZC066);贵阳学院院级科研项目"普适计算环境下的信息可视化研究"(课题编号:201113)

摘　　要：教师的知识包括理论性知识和实践性知识,对于前者,职前教师可以通过阅读,备课和听讲座等方式获得,后者则需要在实践、反思和对话中逐渐生成,而这正是容易忽略的地方,所以职前教师群体往往存在实践性知识薄弱的情况。但我们可以通过Web2.0提供的Podcasting、Blog、Wiki、RSS和Delicious等社会性网络软件构建虚拟教研社区,并从知识管理、虚拟师徒、协作学习和网络文化等多重视角来考虑促进职前教师实践性知识的生成。The knowledge of teachers includes both theoretical knowledge and practical knowledge, for the former, pre -service teachers can acquire by reading, attending classes and listening to lectures, and the latter can only be generated gradually in practice, reflection and dialogues, which is just easy to be overlooked, therefore, the pre - service teacher groups usually appear weakness in practical knowledge. However, we can build virtual teaching and research community by the social network software provided by Web2.0, such as Podcasting, Blog, Wiki, RSS, and Delicious, etc, and consider promoting the generation of pre - service teachers＂ practical knowledge from the multiple perspectives of knowledge management, virtual mentoring, collaborative learning, and network culture.

关 键 词：WEB2.0 虚拟教研社区 职前教师 实践性知识 

分 类 号：G434[文化科学—教育学]