教师工作坊中协作知识建构的社会网络分析  

Social network analysis of collaborative knowledge construction in teacher workshops

作　　者：刘清堂 张妮 朱姣姣 

机构地区：[1]华中师范大学教育信息技术学院

出　　处：《中国远程教育》2018年第11期61-69,80,共9页Chinese Journal of Distance Education

基　　金：国家自然科学基金项目"网络学习资源深度聚合及个性化服务机制研究"(项目编号:71704062);教育部-中国移动科研基金2017年度项目"信息技术支持下的区域教研模式研究及试点"(项目编号:MCM20170502);湖北省技术创新专项重大项目"互联网+精准教育关键技术研究与示范"(项目编号:2017ACA105)

摘　　要：教师工作坊是依托网络学习空间实施网络研修与校本研修整合培训的一种教师研修模式。本研究利用社会网络分析法对某教师工作坊主题研修活动形成的互动网络结构进行可视化分析,通过网络基本属性特征、中心性、凝聚子群、核心—边缘结构四个指标分析教师工作坊协作知识建构过程中成员的社会交互特征。研究结果表明,在该工作坊开展活动过程中,承担组织角色的坊主以及承担辅导角色的组长在讨论中缺少积极交互,没有起到应有的主导和辅导作用,使学习共同体缺乏必要的凝聚力。因此,某些积极性较高的成员自然而然地成为工作坊活动过程中的引导者和控制者,提高了群体的交互积极性,促进了信息和知识在学习共同体中的共享,有利于知识的再生,促成教师工作坊中共同智慧的产生,完成对这一主题的知识建构。Teacher workshops is an online teacher professional development model taking advantage both of online learning and school-based research. This study uses social network analysis to visualize the interactive network structure of a teacher workshop, revealing its members.social interaction features by analyzing the basic attributes of network, centrality, cohesion subgroup and core-periphery structure. Findings show that in the process of the workshop.s activities, the organizer who set up this workshop and the group leader who assumed the role of a tutor were not actively involved in interaction, hence compromising the cohesion of the learning community. It is also found that given these circumstances, enthusiastic members took over the organizing and tutoring roles, becoming the facilitators and moderators dedicated to promoting group interactivity and enhancing sharing of information and knowledge among the members. Their efforts contributed to knowledge re-construction and collective wisdom generation,ensuring knowledge construction of the topic under study.

关 键 词：教师工作坊 网络研修 协作知识建构 社会网络分析 社会交互 学习共同体 

分 类 号：G434[文化科学—教育学]