区域教师专业发展网络社区的实践研究--广州市中小学教师远程培训模式的转变  

Regional Online Community for Teacher Professional Development:Transformation of Distance Training Model for Primary and Secondary School Teachers in Guangzhou

作　　者：吴强[1] 李文斐[1] 徐文谦[2] 

机构地区：[1]广州市广播电视大学 [2]广州市教育局师资工作处

出　　处：《中国远程教育》2013年第7期16-22,共7页Chinese Journal of Distance Education

基　　金：2010年国家教育体制改革试点项目:“推进广州学习型社会建设”(国家教育体制改革领导小组办公室立项,教改办函[2010]2号,项目编号:04-119-174);广东省教育科研“十二五”规划年度研究项目“终身教育背景下开放教育课程超市与学分银行制度的构建与应用研究”(课题批准编号:2011TJK180);广州市教育科学规划课题:“基于网络技术开展现代职工素质教育的理论与实践研究-以广州地区为例”(课题编号:10A142)

摘　　要：面向数字化、网络化的教师专业发展决定着教育改革的成败,亦是实现教育均衡的保障。广州在总结十年教师远程培训实践经验的基础上,提出由网络学习社区、研修社区、生活社区共同组成区域教师专业发展网络社区,并从资源建设模式、学习模式、教学模式以及管理模式等方面做出了一些尝试,以推动和促进区域教师专业发展网络社区的建设。Digital and online teacher professional development has a decisive impact on the success of educational reform and can assure balanced development of education. As a major metropolitan city in China, Guangzhou’s practice in distance training is ahead of its time, serving as a model of teacher professional development. This article sets out to review the‘best practice’of Guangzhou Model in the past decade, arguing that a regional teacher professional development online community should be composed of an online learning zone, a research and development zone, and a Teacher Home. It also illustrates the transformation of distance training model in terms of resources production, learning, teaching, and management.

关 键 词：区域教师专业发展 网络社区 远程培训模式 

分 类 号：G451.2[文化科学—教育学]