發(fā)布時間：2018-05-31 10:08

  本文選題：鄉(xiāng)村教師 + 網(wǎng)絡(luò)研修�。� 參考：《貴州師范大學(xué)》2017年碩士論文

【摘要】：網(wǎng)絡(luò)學(xué)習(xí)空間對促進(jìn)教師專業(yè)發(fā)展具有重要作用,本研究在教師專業(yè)發(fā)展理論、成人教育理論及終身教育理論的指導(dǎo)下、梳理了鄉(xiāng)村教師隊伍建設(shè)、網(wǎng)絡(luò)研修及網(wǎng)絡(luò)學(xué)習(xí)空間等相關(guān)的國內(nèi)研究現(xiàn)狀,依據(jù)技術(shù)接受和使用模型擬定鄉(xiāng)村教師利用網(wǎng)絡(luò)學(xué)習(xí)空間進(jìn)行研修的調(diào)查問卷,對調(diào)查結(jié)果進(jìn)行統(tǒng)計分析,設(shè)計基于網(wǎng)絡(luò)學(xué)習(xí)空間的鄉(xiāng)村教師研修模式。在此過程中,探索鄉(xiāng)村教師網(wǎng)絡(luò)研修現(xiàn)狀和問題,明確網(wǎng)絡(luò)學(xué)習(xí)空間支持鄉(xiāng)村教師進(jìn)行研修的內(nèi)部因素和外部條件,在解決當(dāng)前鄉(xiāng)村教師傳統(tǒng)培訓(xùn)和網(wǎng)絡(luò)研修存在問題的同時,推進(jìn)網(wǎng)絡(luò)學(xué)習(xí)空間應(yīng)用,引導(dǎo)鄉(xiāng)村教師利用現(xiàn)有網(wǎng)絡(luò)學(xué)習(xí)空間平臺、網(wǎng)絡(luò)研修社區(qū)等建立學(xué)習(xí)共同體,使鄉(xiāng)村教師個體與群體得以共同發(fā)展。研究研究過程中,分析了研究背景及問題、研究目標(biāo)及任務(wù)、思路及方法;梳理了鄉(xiāng)村教師隊伍建設(shè)、網(wǎng)絡(luò)研修及網(wǎng)絡(luò)學(xué)習(xí)空間等概念內(nèi)涵以及研究現(xiàn)狀,包括研究的熱點(diǎn)、研究趨勢、研究存在的問題等;介紹了鄉(xiāng)村教師利用網(wǎng)絡(luò)學(xué)習(xí)空間進(jìn)行研修現(xiàn)狀調(diào)查情況,包括問卷設(shè)計說明、問卷發(fā)放、數(shù)據(jù)收集、數(shù)據(jù)分析與總結(jié);概括了網(wǎng)絡(luò)學(xué)習(xí)空間支持鄉(xiāng)村教師研修的情況,包括鄉(xiāng)村教師校本研修模式、送教下鄉(xiāng)模式、置換脫產(chǎn)模式、教師工作坊研修模式,概括網(wǎng)絡(luò)研修模式的實施流程、構(gòu)成要素及模式不足之處;基于鄉(xiāng)村教師研修的需求和網(wǎng)絡(luò)學(xué)習(xí)空間對鄉(xiāng)村教師研修的支持,分析模式構(gòu)建思想與原則,探索模式構(gòu)成要素與要素之間的關(guān)系,進(jìn)一步構(gòu)建基于網(wǎng)絡(luò)學(xué)習(xí)空間的鄉(xiāng)村教師研修基本過程模式。在此過程模式基礎(chǔ)之上,構(gòu)建鄉(xiāng)村教師協(xié)同研修模式、鄉(xiāng)村教師自主研修模式、鄉(xiāng)村教師混合研修模式,分析模式對應(yīng)案例。通過研究發(fā)現(xiàn),目前鄉(xiāng)村教師對網(wǎng)絡(luò)學(xué)習(xí)空間進(jìn)行研修的認(rèn)識清楚,認(rèn)為利用網(wǎng)絡(luò)學(xué)習(xí)空間進(jìn)行學(xué)習(xí)研修非常有必要,目前大部分鄉(xiāng)村教師已經(jīng)使用過其進(jìn)行學(xué)習(xí)研修,模式構(gòu)建具備一定現(xiàn)實基礎(chǔ)。網(wǎng)絡(luò)學(xué)習(xí)空間可以劃分為資源服務(wù)型空間、交互交流型空間、智慧服務(wù)型空間。建成網(wǎng)絡(luò)學(xué)習(xí)空間支持鄉(xiāng)村教師研修模式。
[Abstract]:Network learning space plays an important role in promoting teachers' professional development. Under the guidance of teachers' professional development theory, adult education theory and lifelong education theory, this study combs the construction of rural teachers' team. On the basis of the current situation of domestic research on network study and online learning space, according to the model of technology acceptance and use, the questionnaire of rural teachers' study using network learning space is drawn up, and the results of the survey are statistically analyzed. Design a rural teacher training model based on network learning space. In this process, we should explore the current situation and problems of rural teachers' network training, clarify the internal factors and external conditions of the network learning space to support rural teachers' research, and solve the problems existing in the traditional training and network training of rural teachers. To promote the application of network learning space, to guide rural teachers to establish learning community by using the existing network learning space platform, network study community and so on, so that the individual and group of rural teachers can develop together. In the course of the research, it analyzes the research background and problems, research objectives and tasks, ideas and methods, combs the concept connotation and research status of rural teacher team construction, network study and network learning space, including the research hot spots. The research trend, the existing problems, and so on, are introduced, including questionnaire design instructions, questionnaire distribution, data collection, data analysis and summary. This paper summarizes the situation of network learning space supporting rural teachers' study, including the school-based study model of rural teachers, the mode of sending teachers to the countryside, the mode of displacement from work, the mode of teacher workshop, and the implementation process of the mode of network study. Based on the demand of rural teachers' study and the support of network learning space to rural teachers' study, this paper analyzes the thought and principle of pattern construction, and explores the relationship between model elements and elements. Further build the basic process model of rural teachers' study based on network learning space. On the basis of this process model, this paper constructs rural teachers' cooperative study model, rural teachers' self-study model, rural teachers' mixed study model, and analyzes the corresponding cases. Through the research, it is found that rural teachers have a clear understanding of the online learning space, and think that it is very necessary to use the network learning space to study and study. At present, most rural teachers have already used it to study and study. The pattern construction has certain realistic foundation. Network learning space can be divided into resource service space, interactive space, intelligent service space. Build the network learning space to support the rural teacher research model.
【學(xué)位授予單位】：貴州師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G434

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本文編號：1959244