PST视域下教师社群学习的模式的分析与重构

Analysis and Reconstruction of Social Learning Model for Teachers Based on the Theory of PST

社群学习是信息技术支持教师专业发展的新型途径,设计有效的教师社群学习模式是提升教师学习质量的关键。通过以PST理论为分析框架,从教学法、社会交互和技术支持三个维度,剖析当前主流的教师社群学习环境及其特点。汲取现有教师社群学习环境优势,将"教学法—社会交互—技术支持"与具体学习情境进行无缝整合,以主讲教师、点评专家和观摩教师为核心参与主体,以视频会议系统为主要交互媒体,设计贯穿课前、课中、课后的"异地视频互动"社群学习模式。弥补了当前教师社群学习环境的不足,促进情境、资源、活动和工具深度融合,增强临场感和互动性,并有效提升教师社群学习的凝聚力和学习质量,同时也为web 3.0时代下其他社群学习模式的构建提供参考。

Social learning is a new way of teacher professional development with the support of information technology. Designing an effective social learning model for teachers is critical to improve the quality of teaching and research. The research com-pares the affordance of current mainstream social learning environments for teachers with a PST framework, analyzes their characteris-tics from pedagogical affordance, social affordance and technical affordance. Aimed to fully exert the advantages of current social learning environments, a social learning model with ＂remote video interaction＂ across pre-class stage, while-class stage and postclass stage is designed by integrating ＂pedagogical affordance, social affordance and technical affordance＂ with specific teaching situa-tion. In this model, it is the instructors, experts and teachers who are the main participants to utilize the media of video conference system. The model effectively makes up the weakness of current social learning environments and deeply integrates situations, re-sources and activities with tools, which may improve the cohesion of the social learning community for teachers and learning quality.Besides, it may provide reference for constructing other social learning models in the era of web 3.0.