基于网络化学习的教师知识转移实证研究  

An Empirical Study of Teacher Knowledge Transfer Based on E-Learning

作　　者：胡来林[1] 杨刚[2] 

机构地区：[1]温州大学信息化研究所 [2]温州大学教师教育学院

出　　处：《现代远程教育研究》2016年第4期80-90,112,共12页Modern Distance Education Research

基　　金：2012年教育部人文社科规划基金项目"教育援疆背景下基于在线实践社区的教师专业发展研究"(12YJA880046);2013年教育部人文社会科学规划青年项目"新生代中小学教师数字化学习研究"(13YJC880094);2014年浙江省高等教育学会课题"高校教师数字化学习及其影响因素研究"(KT2014027)

摘　　要：在网络信息时代,教育教学实践要求教师不断优化自身知识结构,以适应创新时代的发展,这也成为教师学习研究的重要课题。知识转移能够实现教师知识结构的优化、更新与增值,从而"活化"知识。教师知识转移不仅仅是一个传递与交换的过程,更是知识选择、同化、整合和应用的过程。研究以个体知识自转化和群体知识互转化为分析视角,提出了一种基于网络化学习的教师知识转移过程模型,该模型体现了知识转移的创造性、关系性、连续性。通过跟踪记录两组校际网络研修教师的学习活动,运用统计分析法和社会网络分析法对教师知识转移的效果进行分析发现:教师在知识转移过程中呈现一种星状结构模式,"中介人"与"结构洞"成为知识转移的重要方式;教师互惠性意愿成为知识转移的一个重要因素;相对其他知识类型,教师学科知识类型转移量最少;在网络研修活动中,存在一些孤立者被动消费知识的现象。研究结果表明,知识转移是知识消费和知识创新的统一。教师在知识转移过程中获取知识、积累知识、内化知识形成知识消费,在组合知识、共享知识、应用知识过程中形成知识创新。教师知识转移通过知识消费而获得创新,教师则在知识创新中获得发展,这便是教师知识转移的应然价值所在。Knowledge transfer can achieve optimization, update and added value of the teacher knowledge structure, and hence to activate teacher knowledge. Knowledge transfer of teachers is not only the process of transfer and exchange, but also the process of selection, assimilation, integration and application. The research will build the processing model of knowledge transfer base on e-learning with an analyzing view of individual knowledge＆amp;nbsp;transformation and community knowledge exchange. The model shows some features such as creativity, continuity, relationship and so on. While, the key point of research is to analyze the effect of teacher knowledge transfer by using statistical analysis and social network analysis, and recording training activities of two groups of inter-school teachers in e-learning environment. The study obtains important findings. First, the structure of teacher knowledge transfer is a star-like mode. The intermediary people and structure hole become important ways of knowledge transfer. Second, teachers＇ mutual intention of reciprocity has become a significant factor. Meanwhile, the study finds out the transfer amount of the teacher＇s subject knowledge other than knowledge type is least. In addition, there are isolated learners to passively consume knowledge in the network activities. At last, the result shows that knowledge transfer is the unity of knowledge consumption and knowledge innovation. In the process of knowledge transfer, teacher can achieve knowledge consumption by acquiring knowledge, accumulating knowledge, internalizing knowledge, and knowledge innovation by combining knowledge, sharing knowledge and applying knowledge. On one hand, knowledge transfer of the teacher through the consumption of knowledge gets innovation. On the other hand, teachers obtain development in process of knowledge innovation. The development and innovation are the key value of teacher knowledge transfer.

关 键 词：教师知识 知识转移 知识消费 知识创新 网络化学习 

分 类 号：G434[文化科学—教育学]