摘要
随着教育信息化的不断深入,教师网络教研越来越成为与传统面对面教研并重的教师专业发展途径,特别是小规模的网络教研在未来可能成为常态化的教研形式。但是教师间的时空分离也使得教研活动面临挑战。群体凝聚力是群体动力的重要组成部分,发现具有良好凝聚力的网络教研小组的特征,有利于帮助网络教研小组的建立与发展,促进网络教研活动持续有效地进行。该研究运用质性研究方法,以某案例区跨学校间的网络教研小组为研究对象,以教师的总结作为研究资料,将教师个体对网络教研小组凝聚力的感知,以及干扰小组凝聚力形成的相关因素进行了归纳与分析。在此基础上,该研究提炼出具有良好凝聚力的网络教研小组的主要特征,即小组要使得教师个体在其中得到发展,小组内人际依赖十分重要,需要明确的任务来驱动小组行动,具有平等的组织结构、以及适度的小组规模。
Along with the improvement of the network infrastructure in schools, doing teaching research collaboratively online by different school teachers has been becoming an important approach of teachers＇ professional development. Although the online teaching research groups of teachers are expected to be more and more popular in the future, these kind of online groups have to face the challenge of the physical distance among teachers which may course communication problems or even disintegration of the groups. Group cohesion can lay claim to being group dynamics＇ most theoretically important concept. The cohesion is considered to improve the collective efficacy of the online teaching research group. This study explored the cohesion of online teaching research groups which were composed of teachers in difference schools. Using the journals written by the teachers, the study explored the group＇s cohesiveness perceived by the teachers, and the factors which destroyed the cohesion. Some characteristics, which include individual development, interpersonal dependent, task-driven, socially organized structure and moderate group size, were concluded as the distinguishing qualities of online teaching research group cohesion.
出处
《中国电化教育》
CSSCI
北大核心
2016年第9期85-90,共6页
China Educational Technology
基金
北京市教育科学"十二五"规划重点课题(2012)"北京市中小学数字校园建设对教与学的影响研究"(课题编号:AJA12129)研究成果
关键词
网络教研小组
群体凝聚力
中小学教师
Online Teaching Research Group
Group Cohesion
School Teachers
