本文選題：O2O　切入點(diǎn)：O2O教育模式　出處：《上海師范大學(xué)》2017年碩士論文

【摘要】：信息技術(shù)的發(fā)展和社會(huì)對(duì)優(yōu)質(zhì)教育資源的迫切需求,為在線教育的發(fā)展提供了技術(shù)支持和現(xiàn)實(shí)基礎(chǔ)。而基礎(chǔ)教育階段的學(xué)生又需要適當(dāng)?shù)谋O(jiān)管和督促,所以需要將線上教育和線下教育的優(yōu)勢(shì)結(jié)合起來,實(shí)行O2O教育模式,但是目前的O2O教育模式教師不能適應(yīng)教育發(fā)展的需求,不能將線上教育與線下教育有機(jī)融合,這是本文研究的主線。當(dāng)前O2O教育模式教師不能有機(jī)融合線上教育和線下教育的現(xiàn)狀,具體表現(xiàn)在以下四個(gè)方面:首先是當(dāng)前O2O教育模式教師隊(duì)伍不達(dá)標(biāo),其師資來源主要是基于傳統(tǒng)教育機(jī)構(gòu),大都不具有教學(xué)資質(zhì)。教師結(jié)構(gòu)不合理,大都是兼職屬性;其次,當(dāng)前O2O教育模式教師角色擔(dān)當(dāng)不明確,其教師不理解在線教育時(shí)應(yīng)擔(dān)當(dāng)?shù)慕巧?思想理念沒有從線下教育中轉(zhuǎn)換過來,且缺乏相應(yīng)的培訓(xùn);再次,O2O教育模式教師不具備相應(yīng)的素養(yǎng),尤其在線教育時(shí)應(yīng)具備師生時(shí)空分離下保證教學(xué)質(zhì)量的素養(yǎng);最后,當(dāng)前O2O教育模式教師的教學(xué)實(shí)踐存在問題,教師們各自為政沒有團(tuán)隊(duì)意識(shí),彼此間缺乏互動(dòng)交流,不具有學(xué)習(xí)共同體等。以上四點(diǎn)是當(dāng)前O2O教育模式教師不能將線上教育與線下教育有機(jī)融合的重要原因,也是本文研究的核心問題。本研究從O2O教育模式教師的現(xiàn)實(shí)角度和未來發(fā)展的前景方面出發(fā),主要采用文獻(xiàn)分析法、案例分析法、訪談法展開研究。首先,結(jié)合國(guó)內(nèi)外學(xué)者們研究的相關(guān)文獻(xiàn)資料,明確O2O教育模式內(nèi)在特殊性對(duì)教師構(gòu)成與發(fā)展、角色、素養(yǎng)和教學(xué)實(shí)踐的規(guī)定性要求;其次,對(duì)案例進(jìn)行分析,找出當(dāng)前O2O教育模式教師存在的不足和發(fā)展的方向;最后,再結(jié)合對(duì)相關(guān)教師的訪談,分析當(dāng)前O2O教育模式教師的構(gòu)成與發(fā)展、所擔(dān)當(dāng)?shù)慕巧�、具備的素養(yǎng)和教學(xué)實(shí)踐,與理想的教師構(gòu)成與發(fā)展、角色、素養(yǎng)和教學(xué)實(shí)踐之間存在哪些差距,明確努力的方向。O2O教育模式“未來教師”構(gòu)成與發(fā)展、角色、素養(yǎng)和教學(xué)實(shí)踐這四個(gè)要素是其有機(jī)融合線上教育和線下教育的“內(nèi)在”要求,本文中對(duì)此四要素分別進(jìn)行了探究,并提出了解決問題的對(duì)策。此外,提出O2O教育模式“未來教師”的“外在”規(guī)范機(jī)制。首先,教育行政部門實(shí)施政策性引導(dǎo),確定相應(yīng)規(guī)范機(jī)制;其次,利用市場(chǎng)力量引入競(jìng)爭(zhēng)機(jī)制,調(diào)動(dòng)教育機(jī)構(gòu)參與的積極性;最后,專家學(xué)者提供智力支持,確保O2O教育模式“未來教師”合理健康發(fā)展。通過“內(nèi)外”結(jié)合,使得O2O教育模式“未來教師”有機(jī)融合線上教育和線下教育,有效解決教育均衡化和個(gè)性化問題。進(jìn)一步展望未來,隨著信息技術(shù)的發(fā)展和教育環(huán)境的變更,O2O教育模式“未來教師”構(gòu)成與發(fā)展、角色、素養(yǎng)和教學(xué)實(shí)踐等也會(huì)發(fā)生相應(yīng)的變化,故需要持續(xù)不斷地探究,擴(kuò)大研究視野,推廣理論適用范圍等,從不同的視角去分析與研究,無疑是具有理論與現(xiàn)實(shí)意義的。
[Abstract]:The development of information technology and the urgent need of the society for high-quality educational resources provide technical support and realistic foundation for the development of online education.Students in the basic education stage need proper supervision and supervision. Therefore, it is necessary to combine the advantages of online and offline education to implement the O2O education model. However, the current O2O education model teachers cannot meet the needs of the development of education.It is the main line of this paper that we can not combine online education with offline education.The current O2O education mode teachers can not organically integrate online education and offline education, the specific performance in the following four aspects: first, the current O2O education model teachers do not meet the standards, its teacher resources are mainly based on traditional educational institutions.Most of them are not qualified for teaching.The structure of teachers is unreasonable, most of them are part-time attributes. Secondly, the current O2O education model is not clear about the role of teachers, their teachers do not understand the role that should be played in online education, and their ideas and ideas have not changed from offline education.And the lack of corresponding training; again, the O2O education model teachers do not have the corresponding literacy, especially online education should have teachers and students in space-time separation of teaching quality literacy; finally, the current O2O education model teachers teaching practice problems,Teachers do not have a sense of team, lack of interaction between each other, do not have a learning community and so on.The above four points are the important reason why teachers in the current O2O education mode can not integrate online education with offline education, and also the core problem of this paper.From the perspective of the teachers of O2O education model and the prospect of future development, this study mainly adopts the methods of literature analysis, case analysis and interview.First of all, combined with the relevant literature and materials of scholars at home and abroad, it is clear that the inherent particularity of the O2O education model requires teachers' composition and development, role, accomplishment and teaching practice. Secondly, the case analysis is carried out.Find out the deficiency and developing direction of the teachers in the current O2O education mode; finally, combine with the interview with the related teachers, analyze the structure and development of the teachers in the current O2O education mode, the role, the accomplishment and the teaching practice,What is the gap between the structure and development of teachers, roles, literacy and teaching practice, and the direction of education.The four elements of literacy and teaching practice are the "intrinsic" requirements of their organic integration of online and offline education. This paper probes into these four elements and puts forward countermeasures to solve the problems.In addition, the paper puts forward the "external" normative mechanism of O _ 2 O _ 2 education model for future teachers.First, the education administrative department implements the policy guidance, determines the corresponding standard mechanism; secondly, uses the market force to introduce the competition mechanism, mobilizes the educational institution participation enthusiasm; finally, the expert and the scholar provides the intellectual support,To ensure the O _ 2O education model "future teachers" reasonable and healthy development.Through the combination of "inside and outside", the "future teacher" education mode of O2O can combine online education with offline education, and effectively solve the problem of educational equalization and individuation.Further looking forward to the future, with the development of information technology and the change of educational environment, the structure and development of "future teacher", the role, accomplishment and teaching practice will also change, so we need to explore continuously.It is undoubtedly of theoretical and practical significance to expand the field of study and extend the scope of application of theory to analyze and study from different angles of view.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434

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