摘要
本研究试图为信息化环境下的职前教师培养探索一种新的思路和方法。研究过程中选取了20名职前教师进行实验,使用了教学评价、定量统计和访谈等研究方法,对研究过程中职前教师参与在线实践社区的情况,教学实习过程之初、之中和后期的实践性知识水平进行了跟踪、调查、评价和统计分析。研究发现,在选取的研究对象范围内,参与在线实践社区有利于职前教师实践性知识的生成和发展,而且初始的实践性知识基础能较好地预见其后续的发展。
This study attempts to explore a new way of thinking and methods to train the pre-service teachers under the information technology environment.During the study process, the research has selected 20 pre-service teachers to do experimental study, applied several research methods including teaching evaluation, quantitative statistics, and interviews, to track, investigation, evaluation, and sta-tistical analysis the participation of pre-service teachers in online communities of practice, and the practical knowledge at the beginning, during, and the end of the process of teaching practice.The study found out that within the scope of the selected study objects, to partici-pate in online communities of practice is conducive to the generation and development of pre-service teachers'practical knowledge and the initial practical knowledge can anticipate its subsequent developments.
出处
《湖南广播电视大学学报》
2015年第2期8-13,共6页
Journal of Hunan Radio and Television University
基金
教育部人文社会科学研究西部和边疆地区项目"在线实践社区促进区域间教师专业均衡发展研究"(14XJC880002)
贵州省教育科学规划课题"基于在线实践社区的教师专业发展模式研究"(2013C052)
贵阳学院2012年教改项目"Web 2.0环境下职前教师实践性知识的生成"(20120030)
贵州省省级专业综合改革试点"高等学校‘专业综合改革试点’项目"(2013黔教高发〈2013466号〉附11号)
关键词
WEB2.0
在线实践社区
职前教师
实践性知识
Web2.0
communities of online practice
pre-service teachers
practical knowledge
