美国教师学习共同体的“微叙事”研究  

The Study of "Micro-Narrative" Teachers Learning Community in United States

作　　者：范士龙[1] 王桂芬 李月萍 FAN Shilong;Wang Guifen;Li Yueping(College of Educational Science, Jilin Normal University, Siping Jilin 136000;Northeast Normal University, Changchun Jilin 130051)

机构地区：[1]吉林师范大学教育科学学院,吉林四平136000 [2]东北师范大学教育学部,吉林长春130051

出　　处：《比较教育研究》2018年第2期83-88,共6页International and Comparative Education

基　　金：吉林省社会科学基金项目"青年网络趣缘群体聚众行为研究"(课题批准号:2017B116)资助

摘　　要：在美国,用户数量呈指数级增长的社交软件Twitter逐渐融入到教育领域。美国教师以Twitter"微型"字符软件用户数量作为交流平台进行微叙事,将教育故事或教育案例等以简短精悍的微型篇幅呈现在该平台上,并利用Twitter的即时性、精悍性、交互性、自由性等特性吸引多方参与者对内容进行讨论交流和分享。通过"草根式"协作,进行交互式学习,从而构建成以自愿自组织为前提,以促进学生学习为目标的教师学习共同体。在微叙事视角下美国教师学习共同体蕴含出三种新特质:在组织上呈现柔性化特质,在行为上呈现交互化特质,在个体发展上呈现个性化。Exponentially growing social software in name of ＂Twitter＂ is blending into educational field increasingly in America. The American teachers make micro-narrative on the exchange platform based on ＂micro＂ characters software of Twitter, and then present the education stories and cases on this platform in a terse length. Meanwhile the properties of Twitter such as timeliness, short, interactivity are employed to attract muhipartite participants to discuss and share the contents. Then through the grassroots cooperation and interactive study, teachers can construct the teachers learning community in the premise of voluntary organizations, for the purpose of promoting students＇ learning. The American teachers learning community contains three characters from the view of micro- narrative： the organizational flexibility, the interactivity in behavioral ways, and the individual personalization in individual development.

关 键 词：美国 TWITTER 教师微叙事 教师学习共同体 

分 类 号：G659[文化科学—教育学]