以协同知识建构为核心的教师混合式研训模型研究  

A Blended Teacher Research and Training Model Based on Collaborative Knowledge Building

作　　者：马宁[1] 吴焕庆[2] 崔京菁[1] 

机构地区：[1]北京师范大学教育学部,北京100875 [2]曲阜师范大学信息技术与传播学院,山东日照276826

出　　处：《教师教育研究》2017年第3期31-38,共8页Teacher Education Research

基　　金：2015年度教育部人文社会科学研究青年基金项目(15YJC880050)阶段性研究成果

摘　　要：在借鉴协同知识建构相关研究,并结合教师实践性知识发展特点的基础上,本研究构建了以面向过程、任务驱动为导向的,以协同知识建构为核心的教师混合式研训模型。相关模型包括以个体知识建构为主的准备、以群体知识建构为主的面对面研训、以及以实践反思为主的双重建构三大阶段。在此基础上,本研究在具体的实践中探索出包括计划与准备、面对面研训、远程在线研训和面对面分享等四个阶段的应用过程,并提出了一系列基于该模型的实践应用策略与方法。Based on the research of collaborative knowledge building and the features of the development of teachers＇ practical knowledges, this research built a collaborative-knowledge-building-centered research and training blended model for teacher development. The model is task-driven and contains three key stages, preparation stage focused on personal knowl- edge building, face-to-face research and training stage focused on group knowledge building, and practice and reflection stage focused on personal and group knowledge building. Based on the model, we put forward a practical application model and a series of strategies and discussion.

关 键 词：协同知识建构 混合式研训 社会认知网络 

分 类 号：G40-057[文化科学—教育学原理]