基于网络学习共同体的任务驱动性教师知识管理模型构建及实践探索  

On the Task-driven Model Construction and Practice of Teachers' Knowledge Management Based on Network Learning Community

作　　者：何晓青[1] 柯和平[1] 

机构地区：[1]深圳职业技术学院教育技术与信息中心,广东深圳518055

出　　处：《深圳职业技术学院学报》2015年第5期42-46,共5页Journal of Shenzhen Polytechnic

基　　金：广东省教育科学"十一五"规划研究课题"基于虚拟社区的高职院校教师实践性知识管理研究"(08JT015)研究成果之一

摘　　要：为有效地将教师的理论、技能、经验、观点等个体知识进行集成、优化,实现知识的建构与共享,本文以建构主义理论与知识管理理论为基础,组建学习共同体及其网络平台,构建任务性知识管理模型.实践证明该模型可有效实现教师个体知识的挖掘、共享、固化、增值及创新,切实促进教师专业化发展及教学团队整体水平的提升.In order to effectively integrate and optimize teacher＇s individual knowledge of theory, skills, experience, ideas, etc., and to help teachers construct and share individual knowledge, the paper proposes to create a learning community together with its network platform, and build a task management model. The practice has proved that the model can effectively realize the mining, sharing, strengthening, value adding and innovating of teacher＇s individual knowledge. It can also promote the development of teachers＇ professional knowledge and the overall teaching level of the team.

关 键 词：网络学习共同体 教师专业化 知识管理 任务驱动模型 

分 类 号：G434[文化科学—教育学]