教师工作坊成员学习交互行为的社会网络分析
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摘要
教师工作坊是教师混合式研修的重要组成部分,是继校本研修之后,教师专业发展的又一种主流方式,坊内成员学习交互行为规律直接关系到教师研修效果。在对教师工作坊的内涵及其组成结构进行梳理的基础上,以中小学教师区级培训计划中的教师工作坊为研究对象,采用社会网络分析方法,辅以内容分析法与统计分析方法对教师工作坊中成员学习交互开展研究,宏观上对学习交互网络结构进行小团体分析,微观上分析核心成员和边缘成员的学习交互行为的数量与层次,发现坊内边缘成员交互倾向于教学实践,但层次较低,而核心成员能有效促进与维护学习交互网络,二者学习交互的深度存在显著差异。最后提出三点建议:核心成员来源应当多元化,引入其它不同领域或行业的专家,优化成员结构;培训资源知识点要以一线实际教学工作问题为导向,情境化、体系化、通俗化;积极组织与引导成员,快速响应成员学习需求,为成员提供有效学习支持服务。
Teachers' Workshops are an important part of Teachers' Blended Learning and a mainstream way of Teachers' Professional Development after school-based study. Their interactive learning behavior rules are directly related to the effect of teachers' study. On the basis of combing the connotation and structure of teacher workshops,this paper takes the teacher workshops of primary and secondary school teachers in the training plan of Guangxi Autonomous Region as the research object,uses the social network analysis method,supplemented by the content analysis method and the learning behavior statistical analysis method to study the learning interaction of the members in the teacher workshops,and takes the small group analysis on the learning interaction network structure macroscopically. At the micro level,analysis the level of learning interaction between core members and marginal members. It's found to be inclined to teaching practice,but at a lower level,while core members can effectively promote and maintain the interaction in the network of Teachers' Workshops. There are significant differences in the depth of learning interaction between them. Finally,some suggestions are put forward for the conclusion.
Teachers' Workshops are an important part of Teachers' Blended Learning and a mainstream way of Teachers' Professional Development after school-based study. Their interactive learning behavior rules are directly related to the effect of teachers' study. On the basis of combing the connotation and structure of teacher workshops,this paper takes the teacher workshops of primary and secondary school teachers in the training plan of Guangxi Autonomous Region as the research object,uses the social network analysis method,supplemented by the content analysis method and the learning behavior statistical analysis method to study the learning interaction of the members in the teacher workshops,and takes the small group analysis on the learning interaction network structure macroscopically. At the micro level,analysis the level of learning interaction between core members and marginal members. It's found to be inclined to teaching practice,but at a lower level,while core members can effectively promote and maintain the interaction in the network of Teachers' Workshops. There are significant differences in the depth of learning interaction between them. Finally,some suggestions are put forward for the conclusion.
引文
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[14]王陆,马如霞.意见领袖在虚拟学习社区社会网络中的作用[J].电化教育研究,2009(01):54-58.
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[16]张思,刘清堂,朱姣姣,熊久明.教师工作坊中的知识共享行为研究[J].现代远距离教育,2015(05):49-55.
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[22]Henri F.Computer Conferencing and Content Analysis[J].1992,90:117-136.
[23]Erping Zhu.Interaction and cognitive engagement:An analysis of four asynchronous online discussions[J].Instructional Science,2006,34(6):451-480.
[24]李立君,丁新,武丽志.教师工作坊网络研修的“重要他人”研究---人类发展生态学的视角[J].中国电化教育,2015(02):90-95+111.
[25]张玥,朱庆华.Web 2.0环境下学术交流的社会网络分析---以博客为例[J].情报理论与实践,2009,32(08):28-32.
[26]刘军.整体网分析讲义:UCINET软件实用指南[M].上海:上海人民出版社,2009.
[2]王文君,杨永亮.基于微课资源的教师网络研修模式构建与活动设计[J].电化教育研究,2016,37(01):116-122.
[3]洪东忍.网络环境下教师学习共同体构建研究[J].教育评论,2016(12):123-125.
[4]宋宁宁.基于“三人行”模式的中小学教师工作坊研修平台研究[J].中小学教师培训,2015(08):14-17.
[5]孙玉红,李广.工作坊:培养职前卓越教师的第三空间---基于东北师范大学培养小学卓越教师的实践[J].教育理论与实践,2018,38(02):27-29.
[6]梁艺.基于乡村音乐课堂的混合式工作坊教学模式研究与实践---天等乡村“音乐教师工作坊”系列研究[J].广西教育学院学报,2017(05):183-187.
[7]林志淼,蒋凤春.工作坊式教师培训模式初探[J].中小学教师培训,2014(08):14-16.
[8]黄建辉.特级教师工作坊:一种有效的教师专业发展模式[J].教学与管理,2013(10):24-26.
[9]冯秀琪,刘影.论远程教育中的学习交互系统[J].中国电化教育,2004(03):69-71
[10]马立,郁晓华,祝智庭.教师继续教育新模式:网络研修[J].教育研究,2011,32(11):21-28.
[11]林秀瑜,莫艳娴.交互式微视频学习平台开发与应用研究[J].教育信息技术,2018(09):3-8.
[12]李艳红,徐敏.“移动学习+智慧教室”生态学习空间的增强交互理念和设计---以《文学批评》课程为例[J].中国电化教育,2018(10):62-70.
[13]冯秀琪,刘影.论远程教育中的学习交互系统[J].中国电化教育,2004(03):69-71.
[14]王陆,马如霞.意见领袖在虚拟学习社区社会网络中的作用[J].电化教育研究,2009(01):54-58.
[15]王陆.虚拟学习社区的社会网络分析[J].中国电化教育,2009(02):5-11.
[16]张思,刘清堂,朱姣姣,熊久明.教师工作坊中的知识共享行为研究[J].现代远距离教育,2015(05):49-55.
[17]黄庆玲,李宝敏,任友群.教师工作坊在线讨论深度实证研究---以信息技术应用能力提升工程教师工作坊为例[J].电化教育研究,2016,37(12):121-128.
[18]Otte E,Rousseau R.Social networks analysis:a powerful strategy,also for the information sciences[J].Journal of Information Science,2002,28(6):441-453.
[19]林聚任.社会网络分析理论、方法与应用[M].北京:北京师范大学出版社,2009.
[20]Rourke L,Anderson T,Garrison D R,et al.Methodological Issues in the Content Analysis of Computer Conference Transcripts[J].International Journal of Artificial Intelligence in Education,2007:8-22.
[21]Gunawardena Charlotte N,Lowe Constance A,Anderson Terry.Analysis of a Global Online Debate and the Development of an Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing.[J].Journal of Educational Computing Research,1997,17(4):261-269.
[22]Henri F.Computer Conferencing and Content Analysis[J].1992,90:117-136.
[23]Erping Zhu.Interaction and cognitive engagement:An analysis of four asynchronous online discussions[J].Instructional Science,2006,34(6):451-480.
[24]李立君,丁新,武丽志.教师工作坊网络研修的“重要他人”研究---人类发展生态学的视角[J].中国电化教育,2015(02):90-95+111.
[25]张玥,朱庆华.Web 2.0环境下学术交流的社会网络分析---以博客为例[J].情报理论与实践,2009,32(08):28-32.
[26]刘军.整体网分析讲义:UCINET软件实用指南[M].上海:上海人民出版社,2009.