【作者】 张曼；

【导师】 瞿堃；

【作者基本信息】 西南大学 ， 教育技术学， 2012， 硕士

【摘要】 教师教育技术能力是教师专业化发展的重要组成部分。师范生是明日之师,研究并实施师范生的教育技术能力训练是促进教师专业化的有效途径。在当前的教育实践工作中,很多师范毕业生进入岗位后,不知如何把教育理念方法运用到实际教学中；而中小学教师在教学中对信息技术技能及先进教育理念的需求难以满足。那么,这种教师教育技术能力的部分缺失不仅对教育教学有一定影响,也不利于教师专业化发展。E-learning的蓬勃发展为我国教师的教育技术能力训练方式指明了方向。以Blog等为代表的Web2.0技术,以其社会参与性、资源共享性等特点,为学习者的交流、协作学习提供了良好支撑。那么,如何利用Web2.0环境有效促进教师的交互,培养职前职后教师的先进教学理念,提高其教育技术应用能力是当前教育技术能力训练需解决的关键问题。基于此,本研究以网络学习共同体思想为指导,以实现教师专业化发展为共同目标,以Web2.0环境下的工具为技术支持,将师范生与中小学教师组建共同体,形成网络环境下的教师学习共同体,开展教育技术能力训练。本研究主要分为研究理论梳理、前期调查研究、平台设计开发、实验验证研究和反思评价五个阶段。在梳理总结理论知识的基础上,对目前中小学教师、师范生的教育技术能力训练进行了调研与分析；之后在相关理论和调查研究的基础上构建了Web2.0环境下基于教师学习共同体的教育技术能力训练理论模型,并设计开发了研究平台；最后将平台应用于实际训练中,通过案例分析、实验研究等途径,总结平台的效用性并进行了反思。研究表明：Web2.0环境下基于教师学习共同体的教育技术能力训练平台为中小学教师和师范生的教育技术能力训练提供了良好的环境支撑,中小学教师的实践应用技能及时获得理论的指导,师范生也以体验式学习方式获得了实践应用技能的学习,最终实现双赢。这对解决目前教育技术能力训练中存在的理论与实践脱节问题具有重要作用,也拓宽了教师学习共同体成员学习与研究的广度。更多还原

【Abstract】 The Educational technology ability of teachers in improving teachers’ professional plays an important role in the process.The Normal school students are teachers future.To research and implemente the normal school students’ educational technology ability training is the effective way to promote teachers’ specialization. In the current educational practice work,A lot of normal graduates do not know how to applying the education idea to the actual teaching after entering the post. While the primary and secondary school teachers can’t get enough information of technology skills and advanced education idea.Then,the teachers’ educational technology ability of partial deletion have a certain influence not only on education, but also conducive to the professional development of teachers.The development of E-learning point clear direction for our teachers’ educational technology ability training.With Blog as the representative,the Web2.0 technology, with its social participation, resource sharing and other features, provide good support for learning exchanges, collaborative learning.So,how to use Web2.0 effectively promote teachers’ interaction, cultivating pre-service teachers of advanced teaching concept, improve their ability of using educational technology is the key problems current educational technology ability training to solve.Based on this,In this study,with network learning community thought as the guide, in order to realize teachers’ professional development for the common goal, in the Web2.0 environment tools for technical support, the students and teachers of primary and middle schools to establish community, formed under the network environment the teacher learning community, educational technology ability training.To solve the present educational technology ability training in theory and practice problem.This research mainly divides into the research theory, preliminary studies, platform design, experimental validation study and reflection five stages.First,Introduce the related theories; followed by the investigation and analyzation of primary and secondary school teachers, normal school students’ educational technology ability training; after the relevant theory and Research on the basis of the construction of the Web2.0 environment of teacher learning community in educational technology ability training theory model, design and development of research platform;At last,The platform is applied to the practical training, through the case analysis, experimental research way, summarize the platform effectiveness undertook reflection.The results show that:The teacher learning community in educational technology ability training platform in Web2.0 environment provides a good support for primary and secondary school teachers and on normal school students’ educational technology ability training environment. The teachers’ practical abilities of timely access to the guidance of the theory,The Normal students gained practical application skill learning with experiential learning.They mutual benefit and achieve common development.lt not only plays an important role in soluting the disconnection in current educational technology ability training, but also broaden the depth and breadth of the teacher learning community members in learning and research.更多还原