| 1,114 | 11 | 155 |
| 下载次数 | 被引频次 | 阅读次数 |
技术支持下的教师学习已成为教师专业化发展的一条重要途径。本研究对网络环境下的同侪教师协作学习的特征、类型以及学习模型进行了理论探讨,并利用社会网络分析法对基于构组差异的同侪教师协作学习活动效果进行了实证分析。研究结果表明,异质组的学习效果要优于同质组,所以,我们要重视教师的个体差异为学习活动带来的多样性,更要注重教师学习实践性的内在价值,为技术支持的教师专业发展创设更多的研究思路。
Abstract：[1]Darling-Hammond,L.Powerful teacher education.Lesson from exemplary programs[M].America San Francisco:Jossey-Bass,2006.
[2]Gale,T.&Densmore,K.Engaging teachers[M].London:Open University Press,2003.
[3]Skrtic,T.Disability and democracy:Reconstructing special education for post-modernity[M].New York:Teachers College Press,1995.
[4][丹]可努兹.伊列雷斯.我们如何学习──全视角学习理论[M].北京:教育科学出版社,2010.
[5]Baker,R.G.,&Showers,B.The effects of a coaching strategy on teachers’transfer of training to classroom practice:A six-month follow-up study[A].Paper presented at Annual Meeting of the American Education Research Association[C].American:New Orleans,1984.64-69.
[6]李华,赵鹏德等.网络协作教研的问题与对策研究[J].电化教育研究,2011,(12):110-114.
[7]Wiske,M.S.,Perkins,D.N.Dewey goes digital:Scaling up constructivist pedagogies and the promise of new technologies[A].C.Dede,J.Honan,&L.Peters(Eds.).Scaling up success:Lessons learned form technology-based educational improvement[C].New York:Jossey-Bass,2005.27-47.
[8]Renninger,K.A.,&Shumar,W.The centrality of culture and community to participant learning at and with the Math Forum[A].S.A.Barab,R.Kling,&J.H.Gray.Designing for virtual communities in the service of learning[C].Cambridge:Cambridge University Press,2004:181-209.
[9][10][11]J.A.Meirink,P.C.Meijer,N.Verloop.A closer look at teachers'individual learning in collaborative settings[J].Teachers and Teaching:Theory and Practice,2007(13):145–164.
[12]Tsuei,M.Development of a peer-assisted learning strategy in computer-supported collaborative learning environments for elementary school students[J].British Journal of Educational Technology,2011,42(2):214–232.
[13]卢乃桂,操太圣.中国教师的专业发展与变迁[M].北京:教育科学出版社,2009.
[14]Topping K.Peer Assisted Learning:A practical guide for teachers[M].Cambridge,MA:Brookline Books,2001.
[15]唐玉光.教师专业发展与教师教育[M].合肥:安徽教育出版社,2008.39.
[16]Hollins,E.R.,McIntyre,L.R.,DeBose,C.,Hollins,K.S.&Towner,A.Promoting a self-sustaining learning community:investigating an internal model for teacher development[J].International Journal of Qualitative Studies in Education,2004,17(2):247-267.
[17]张德锐.以教师同侪合作化解教学专业的危机[J].教师天地,1998,(93):12-16.
[18]Jan D.Vermunt,Maaike D.Endedijk.Patters in teacher learning in different phases of the professional career[J].Learning and Individual Differences,2011,(21):294-302.
[19]戴维.H.乔纳森.学习环境的理论基础[M].上海:华东师范大学出版社,2002.
[20][美]雪伦.B.梅里安,成人学习理论的新进展[M].北京:中国人民大学出版社,2006.
基本信息:
中图分类号:G434
引用信息:
[1]杨刚,胡来林.网络环境下同侪教师协作学习研究[J].中国电化教育,2013,No.312(01):63-69.
基金信息:
2012年教育部人文社科规划基金项目“教育援疆背景下基于在线实践社区的教师专业发展研究”(课题批准号:12YJA880046);; 2012年浙江省哲学社会科学规划立项课题“虚拟学习社区中社会性互动研究”(课题批准号:12JCJY12YB);; 2012年浙江省教育厅科研项目“海岛区域背景下中小学教师数字化学习研究”(课题批准号:Y201225019)阶段性成果
2013-01-10
2013-01-10