【作者】 李琳；

【导师】 罗晋华；

【作者基本信息】 华中科技大学 ， 教育技术学， 2007， 硕士

【摘要】 2005年4月教育部启动了“全国中小学教师教育技术能力建设计划”项目。和过去组织的中小学教师培训相比有两个特点:一是以信息技术与学科教学有效整合为主要内容的教育技术培训,二是国家级、涉及上千万中小学教师的全员培训。计划通过先培养骨干教师,再由骨干教师培训更多教师的“瀑布式”推广方式。有效的信息技术与学科教学整合培训和骨干教师种子作用的发挥是保证全员教师培训质量的关键。本研究认为认知学徒制在中小学教师教育技术能力培训运用中,教师能通过真实的教学情境中观察、实践,反思和修正,获得有效的信息技术与学科教学整合的经验,能通过由指导者和同伴教师组成的学习共同体获得持续,及时的支持。结合信息技术与语文阅读整合的案例,本研究设计了认知学徒制在中小学教师教育技术培训中运用过程的四个阶段:引入阶段、发展阶段、自主学习阶段和精通阶段。在这个过程中通过示范、协作、实践和指导,使学员在真实的教学情境中逐步掌握骨干教师的技能。而且在过程结束,学员从新手成为有经验者,实现了角色转换,从而保证了全员教师培训实施的师资。最后通过对国内认知学徒制运用的实例,分析了认知学徒制在教师教育技术培训实施过程中和其他培训内容的教师培训的共同点和不同点。更多还原

【Abstract】 April ,2005 Ministry of Education launched educational technology capacity-building plan of National primary and secondary school teachers projects. it has two features,one is education technology training ,moreover, integrating information Technology into the Curriculum is the main content of training .another is the National training involving 10 million primary and secondary school teachers.the projects plan that train the backbone of teacher,then the backbone of teacher train the other teachers. it is waterfall form approache.effective training of Integrating information Technology into the Curriculum and the seed role of backbone of teachers play are the keys of the quality of training. This paper think that through the application of cogntive apprenticeship,teacher acquire the experience of effective integrating information technology into the curriculum through observation,practice,reflection and amendment in real teaching situation.teachers who participate in the train acquire ongoing and just-in-time support in the teaching community of mentor-teachers and peer-teachers.based on the case of integrating information technology into the Chinese reading case ,this paper design the four phases of cognitive apprenticeship being applied to the educational technology training of primary and secondary school teachers.the four phases respectively are introduction phase,developmental phase, proficient phase,mastery phase.during the process, peer-teacher master the skill of mentor-teacher in the real teaching situation step by step. furthermore when the process is end,peer-teacher turn into mentor-teacher.this is guarantee of the mentor-teachers of the entire primary and secondary school teachers training.At last, Based on the case of cognitive apprenship which is used in china, analyze the common points and different points of cognitive apprenship used in educational technology training and other teacher training.更多还原