基于博客师范生学习共同体的互动研究

【作者】 李春明；

【导师】 刘菁；

【作者基本信息】 首都师范大学 ， 课程与教学论， 2007， 硕士

【摘要】 为应对信息时代对社会成员的能力素质的要求，以教育信息化实现教育现代化成为世界各国普遍共识。博客作为继E—mail、BBS、ICQ之后出现的第四种网络交流方式，其强大的功能以及简单易用等特点，正好可以成为推动教育信息化的有力工具，各类教育博客如雨后春笋般地不断涌现，教育博客作为一种特殊的教育现象，日益受到广大教育工作者，特别是教育技术研究人员的关注。2006年3月至6月首都师范大学初等教育学院小学教育专业英语方向2003级32名本科生以博客作为交流工具，利用课余时间就《小学英语教学法》专业必修课的学习中遇到的相关问题通过异步互动进行了广泛的沟通，形成了学伴互助的学习共同体。那么，在共同体中，学习者之间主要采取了何种方式进行交流?学习者之间的交流存不存在相互促进的学术对话关系?有没有派系之分?各自都扮演了什么角色?整体上学习者的参与性特征如何?造成以上问题的结论的原因又是什么?这些问题的研究，无疑会对更好地利用博客开展学习者之间的学习互动提供有益的借鉴。本研究通过收集整理博客平台上已有相关数据，利用社会网络分析法揭示师范生通过博客平台的网络学习共同体中互动的参与性特征。然后，利用内容分析法和访谈法对在整个学伴互助的学习互动中呈现的不同网络角色定位的两个师范生的博客进行个案分析，从而获得师范生基于博客的网络学习共同体中的学术对话关系，同时力求对师范生在博客平台上所呈现的学习行为进行意义诠释。本研究得出了以下结论：1)师范生在基于博客的学习共同体的互动过程中形成了大小不等的派系，存在着较为明显的网络角色分工，师范生参与互动的主动性差异较大，整体上学习共同体的网络密度不高，师范生在网络学习共同体中的参与程度有待提高。2)师范生在基于博客的学习共同体中围绕课程学习的相关话题进行了的知识的社会性建构，形成了相互促进的学术对话关系。3)通过回复其他同学日志中所提出的学习话题或通过日志向其他同学提出感兴趣的学习话题进行集体沟通是师范生在基于博客的学习共同体中采用的主要互动方式。4)基于博客的师范生学习共同体的互动中存在着大量的潜水者。更多还原

【Abstract】 In order to keep up with information age’s capacity requirement of social number, through education informationization to realize education modernization is recognized by countries all over the world. Blog is the fourth internet communication tool after E—mail、 BBS、 ICQ, its function is powerful and it is easy to use, such characteristics makes it possible to use blog as a tool to promote education informationization. Different education blogs are emerging like bamboo shoots after a spring rain. as a particular education phenomenon, education blogs are getting more and more attention by numerous education staff, especially by education technology researchers.From March 2006 to June 2006, 32 undergraduate students from specialty of elementary education major in English in elementary education college of Capital Normal University used blog as communication tool to discuss problems comprehensively they met when they learned major compulsory lesson - elementary school english teaching methods in their spare time, through blog-based interaction, the students developed learning community of Peer Coaching.grade schoolwhen students interacted, what were main communication methods? whether there existed stimulative academic dialogue relationship when students communicated? what about the roles students played in the learnging process? How about the participation characteristics on the whole? what’s the reasons behind these conclusions?The research on these questions can provide helpful reference for using blog to develop learnig interaction among learners.Firstly, the author used social network analysis method to investigate the participation characteristics of blog-based virtual preservice students learning community. Secondly, the author made use of content analysis method and interview method to analyze two preservice students’ blog for the two students presented different network roles when they interacted with others in the learning process, so the author could acquire whether preservice student developed academic dialogue relation in blog-based platform interactions and tried to annotateperservice students’ learing behavior in blog-based platformThe research draw the following conclusions:1) Preserice students developed some cliques when they interacted in blog-based learning community, for different students had different interation relationship with other students, so students had obvious role distribution .the network density is not high, students’ participation degree need enhancement 2) Preservice students constructd knowledge socially surrounding course related discussion topics 3) The main interaction methods are via answer learning themes in blog entries proposed by other students or by advancing learing topics they were interested 4)There are many lurkers in the interaction among learning community of preservice teachers.更多还原