在线学习力:教师专业发展的新驱力  

Online Learning Capacity:New Driving Force of Teachers'Professional Development

作　　者：张文斌 ZHANG Wen-bin(School of Educational Science and Technology,Shanxi Datong University,Datong,037009,Shanxi)

机构地区：[1]山西大同大学教育科学与技术学院,山西大同037009

出　　处：《南京开放大学学报》2025年第1期37-43,71,共8页Journal of Nanjing Open University

摘　　要：在线学习是当下教师专业发展的重要方式和途径。随着网络信息技术的飞速选代与教育改革的深入推进,对教师素质能力的要求日益提升,教师在线学习必须进行适应性转变,即由定期、非常态化学习转向常态化学习,由外在强制性要求学习转向自我驱动性的自主式学习,由固定的学习形式转向自由选择的学习形式。而教师在线学习力的高低直接关系着教师在线学习的效率与效果。但目前来看,教师在线学习力存在着内驱力不足、接纳力退化、生成力薄弱、互惠力欠缺等问题,而职业认同感偏低、工作任务繁重、信息素养不高、专业学习共同体支持缺乏是导致教师在线学习力缺失的重要原因。因此,需激活教师的自主学习意识、构筑完善的学校支持系统、构建合理的教师培训体系,从而实现教师在线学习力提振,推进教师专业发展。Online learning has become an important method and approach for teachers'professional development.With the rapid evolution of information technology and the deepening of educational reform,the demands for teachers'competencies are increasingly rising.Teachers'online learning must undergo adaptive changes,shifting from periodic and non-regular learning to regular and consistent learning,from externally imposed requirements to self-driven autonomous learning,and from fixed learning formats to freely chosen learning formats.The level of teachers'online learning capacity directly impacts the eficiency and effectiveness of their online learning.However,currently,teachers'online learning capacity is hindered by issues such as insufficient intrinsic motivation,declining receptiveness,weak generative power,and lack of reciprocity.Important reasons for this deficiency include low professional identity,heavy workloads,inadequate information literacy,and insufficient support from professional learning communities.Therefore,it is essential to activate teachers'awareness of autonomous learning,establish a comprehensive school support system,and develop a reasonable teacher training system to enhance teachers'online learning capacity and promote their professional development.

关 键 词：教师 学习力 在线学习力 专业发展 

分 类 号：G434[文化科学—教育学]