中国电化教育

为了解优秀师范生在职前学习历程中的学习内容、学习对象、学习行为和学习影响因素,该文使用内容分析法对优秀化学师范生个案Y的网络日志进行深入研究,从而为职前教师教育改革提供有力的学习证据。研究发现:研究对象主要关注学科知识和课堂教学技能的学习,并注重在教学实践中获取经验;研究对象最倾向于向优秀一线教师、听课学生、大学导师学习,并习惯通过阅读向文献作者学习;研究对象不仅能通过应用观摩与知识转化策略、信息管理策略获得丰富的学科教学知识储备,更擅长运用实践探索策略和反思策略,表现出与众不同的实践性学习特质;网络日志中表现出影响职前学习的因素主要在于内部因素,包括自我效能感、动机目标和主动性人格三方面;此外研究对象基于博客的互动体现出其互动学习大多处于浅层学习阶段,深层学习途径则主要依靠导师和中学化学专家对于日志的评论和提问。由此得到启示:职前教师学习内容和学习行为呈现多元化特征,需要丰富学习环境建设;职前教师教育需要提供深度学习机会以及专家型思维指引,加强基于共同体的合作建构;也由此可获得教师教育研究的创新视角。

In order to explore the pre-service learning process of excellent normal students including learning contents, learning objects, learning behavior and influence factors of learning, we conducted an in-depth research on the weblog of an outstanding preservice chemistry teacher Y by using the content analysis method. We hope the research to provide strong learning evidence on the reform of pre-service teacher education. The research shows that Y mainly focus on the learning of subject knowledge and classroom teaching skills, and pay attention to gaining experience in teaching practice; She is inclined to learn from outstanding front-line teachers, students in class, tutors of the university and literature authors by reading their literatures; Not only does she can achieve abundant pedagogical content knowledge reserve through flexible application of the knowledge demonstration and conversion tactics and information management strategies, but also she can use teaching practice to explore and reflect strategies, embodying distinctive practice learning characteristics. In this weblog, the factors that influence pre-service learning are mainly inner factors, including three aspects: self-efficacy, motivation and initiative personality. Besides, the interaction based on weblog insists that most of her interactive learning is in the low level, while deep learning is mainly depended on weblog's comments and questions by tutors and middle school chemistry experts. Therefore, suggestions are listed: Pre-service teachers' learning contents and behaviors show diversified characteristics, so universities need to enrich the construction of learning environment; Deep learning opportunities and guidance of experts thinking should be provided in the pre-service teaching education to strengthen the cooperative construction based on community; Also, an innovative perspective of teacher education research is achieved.