CoP视域下教师网络学习社群的群体动力特征  

Group Dynamics Characteristics in Teachers’Network Learning Community from the CoP Pperspective

作　　者：李秀晗 张晓曼 王涛[1] 杨玉芹 罗恒[1] LI Xiu-han;ZHANG Xiao-man;WANG Tao;YANG Yu-qin;LUO Heng(Faculty of Artificial Intelligence in Education,Central China Normal University,Wuhan,Hubei,China 430079)

机构地区：[1]华中师范大学人工智能教育学部,湖北武汉430079

出　　处：《现代教育技术》2023年第9期89-98,共10页Modern Educational Technology

基　　金：教育部人文社会科学研究项目青年基金“CoP视域下中小学教师网络学习社群的群体动力特征研究”(项目编号:21YJC880041)的阶段性研究成果。

摘　　要：在深入“互联网+教师教育”创新行动过程中,基于社交媒体的教师网络学习社群成为教师自主学习和专业发展的重要途径。然而,大部分教师网络学习社群面临群体动力不足的瓶颈问题,导致研修和学习效果有限。基于此,文章依托在线实践社区理论和群体动力理论,采用质性访谈和量化分析相结合的混合研究方法,探究了不同群体动力水平的教师网络学习社群的群体动力特征和群体行为模式。文章发现,教师主体认知视角下强动力社群和弱动力社群在社群目标、群体结构、社群管理等多个特征要素上存在差异;与教师研修课程平台相比,基于社交通讯工具的网络学习社群表现出圈人、情绪表达、冲突、干扰等六种特殊的群体行为;强动力社群的交互行为丰富,以驱动行为和凝聚行为为主;强动力社群存在多种显著的行为序列模式,按照不同的触发行为可分为话题辩论、求助分享、组织管理三种。文章的研究可为打造强动力、高质量的教师网络学习社群提供参考,并可为建设基于互联网的学习型社会提供理论依据和实践思路。In the process of deepening the innovative action of“Internet+teacher education”,teachers’network learning community based on social media has become an important way for teachers’independent learning and professional development.However,most teachers’network learning communities encounter a bottleneck problem of insufficient group motivation,resulting in limited training and learning effects.Based on community of practice(CoP)theory and group dynamics theory,this paper adopted the mixed research method of qualitative interview and quantitative analysis to explore the group dynamics characteristics and group behavioral patterns of teachers’network learning communities with different levels of group dynamics.It was found in this paper that there were differences between the highly powerful and lowly powerful communities in multiple characteristic elements such as community goals,group structure,and community management from the perspective of teacher subjective cognition.Compared with the teacher training course platform,network learning communities based on social communication tools exhibited six special group behaviors,such as crowding,emotional expression,conflict,and interference.The interactive behaviors of the highly powerful communities were rich and mainly included driving behaviors and agglomeration behaviors.There were multiple significant behavioral sequence models in the highly powerful communities,which could be divided into three categories of topic discussion,help-seeking and sharing,and organizational management according to different trigger behaviors.The research of this paper could provide reference for building highly powerful and high-quality teachers’network learning communities and offer theoretical basis and practical methods for building an internet-based learning society.

关 键 词：“互联网+教师教育” 网络学习社群 群体动力特征 学习行为 

分 类 号：G40-057[文化科学—教育学原理]