【摘要】： 國(guó)內(nèi)外圍繞實(shí)踐共同體的相關(guān)研究提出了較多設(shè)計(jì)模型與實(shí)際案例。相關(guān)研究的不斷涌現(xiàn)一方面說明實(shí)踐共同體之于研究者的吸引力,另一方面也說明,鑒于學(xué)習(xí)者中心的共同體發(fā)展獨(dú)特目標(biāo)和要求,以及真實(shí)情境的復(fù)雜性、具體性,很難提供一個(gè)全納的設(shè)計(jì)模型。因此,對(duì)于我們而言,重要的問題是通過基于設(shè)計(jì)的研究,探索上海市二期課改實(shí)施背景下,如何通過實(shí)踐共同體的發(fā)展,有效地促進(jìn)學(xué)習(xí)者的學(xué)習(xí);如何生成適合于學(xué)校情境的基于實(shí)踐共同體的實(shí)施策略與研究框架。這也構(gòu)成了本研究試圖解決的兩個(gè)基本問題。 研究問題決定研究方法。本研究主要采用基于設(shè)計(jì)的研究方法,這是一種試圖將純理論研究與開發(fā)應(yīng)用性研究有機(jī)整合的新的研究范型。這是一種系統(tǒng)而靈活的研究方法,該方法在以真實(shí)情境中的研究者和實(shí)踐者的協(xié)作為基礎(chǔ),通過迭代的分析、設(shè)計(jì)、開發(fā)和實(shí)施,一方而提升教育實(shí)踐,另一方而提煉設(shè)計(jì)原則和理論。在本論文所涉及的研究中,研究者與教師、學(xué)生在真實(shí)、復(fù)雜的學(xué)校教育情境中,在為期近三年的“基于智能互動(dòng)白板系統(tǒng)的小學(xué)有效教學(xué)研究”課題的實(shí)施中,逐步生成了實(shí)踐共同體的操作策略與研究框架。 全文共分為四個(gè)部分: 第一章:圍繞實(shí)踐共同體成員合法的邊緣性參與這一身份核心特征,搜集、梳理、分析了國(guó)內(nèi)外大量的參考資料,對(duì)實(shí)踐共同體的國(guó)內(nèi)外研究進(jìn)行綜述,以此作為論文研究的基點(diǎn)和參照。 第二章:主要從學(xué)習(xí)情境、學(xué)習(xí)科學(xué)、建構(gòu)主義及學(xué)習(xí)技術(shù)角度梳理、分析和完善了實(shí)踐共同體的理論基礎(chǔ)及其技術(shù)支撐下的共同體建立的現(xiàn)狀與模式,以此完善實(shí)踐共同體理論的框架。 第三章:根據(jù)實(shí)踐共同體四大分類:管理者實(shí)踐共同體,教師實(shí)踐共同體,學(xué)生實(shí)踐共同體和網(wǎng)絡(luò)實(shí)踐共同體,分別具體闡釋了他們的特征及發(fā)展策略。其中,以“教師實(shí)踐共同體”為主要研究對(duì)象。包括如何對(duì)內(nèi)容進(jìn)行再設(shè)計(jì),如何對(duì)參與者進(jìn)行過程性分析,如何基于主題研究組織活動(dòng),提供資源與工具,以及如何評(píng)價(jià)等。從教學(xué)有效性角度分析了教師實(shí)踐共同體的建立策略及測(cè)評(píng)因素。在“網(wǎng)絡(luò)實(shí)踐共同體”中,主要闡釋了教師實(shí)踐共同體學(xué)習(xí)網(wǎng)站的分析與設(shè)計(jì)過程。 第四章:在結(jié)論與展望部分,首先,回答導(dǎo)言提出的兩個(gè)基本問題,即實(shí)踐共同體理論的框架,以及如何培育實(shí)踐共同體的問題。進(jìn)而,指出研究存在的局限與不足,展望進(jìn)一步的研究。
[Abstract]:A lot of design models and practical cases are put forward around the research of community of practice at home and abroad. The continuous emergence of related studies on the one hand shows the attractiveness of the community of practice to researchers, on the other hand, it also shows that, in view of the unique goals and requirements of the community development of the learner center, as well as the complexity and specificity of the real situation, It is difficult to provide a fully inclusive design model. Therefore, for us, the important problem is to explore how to effectively promote learners' learning through the development of practical community under the background of the implementation of the second phase of curriculum reform in Shanghai through the research based on design. How to generate the implementation strategy and research framework based on the community of practice suitable for the school situation. This also constitutes the two basic problems this study is trying to solve. The research problem determines the research method. This research mainly adopts the design based research method, which is a new research paradigm which attempts to integrate pure theory research with development application research. This is a systematic and flexible approach to research, based on the collaboration of researchers and practitioners in real situations, through iterative analysis, design, development and implementation, and the promotion of educational practice on one side. The other side refines the design principles and theories. In the research involved in this paper, researchers, teachers and students in the real and complex school education situation, in the last three years of the "Intelligent interaction whiteboard system based on primary school effective teaching research" in the implementation of the subject. The operational strategy and research framework of the community of practice are gradually generated. The thesis is divided into four parts: chapter one: focusing on the core characteristics of the legal marginal participation of the members of the Community of practice, collecting, combing, and analyzing a large number of reference materials at home and abroad. This paper summarizes the domestic and foreign studies in the community of practice, which is the basis and reference of the paper. The second chapter analyzes and perfects the theoretical basis of the practical community and the current situation and mode of the establishment of the community supported by technology from the perspective of learning situation, learning science, constructivism and learning technology. In order to perfect the framework of the theory of community of practice. Chapter three: according to the four categories of practice community: manager practice community, teacher practice community, student practice community and network practice community, their characteristics and development strategies are explained respectively. Among them, take "teacher practice Community" as the main research object. It includes how to redesign the content, how to process the participants, how to organize activities based on thematic research, how to provide resources and tools, and how to evaluate. From the point of view of teaching effectiveness, this paper analyzes the establishment strategy and evaluation factors of teachers' community of practice. In the Network practice Community, this paper mainly explains the analysis and design process of the learning website of teacher practice Community. Chapter four: in the part of conclusion and prospect, first of all, we answer the two basic questions raised in the introduction, that is, the framework of the theory of practical community, and how to cultivate the practical community. Furthermore, the limitations and shortcomings of the research are pointed out, and the further research is prospected.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2008
【分類號(hào)】：G40

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