混合式研修:内涵、现状与改进策略

Teacher's Blended Learning: Connotation,Situation and Improvement Strategies

在"互联网+"理念与教师培训改革的共同推动下,混合式研修成为当下教师培训的新常态。本文首先从混合式研修展开起点、构建理路以及发展共识三个方面分析了混合式研修的基本取向,并以此为基础阐释了混合式研修的内涵,即需要在形式、主体、活动以及关系等模式要素中实现多维度的互动与融合。针对当前实践普遍存在着构成要素单一、研修设计封闭、团队构建不力、实践融合表浅等问题,本文从加强研修项目的系统化设计、提升研修项目的开放性程度、注重构建具有整合意义的环境和增进相关主体之间的协作性等方面对混合式研修的设计与实施提出了改进建议。

When there is an increasing interest in ＂Internet ＋ ＂ and reform of in-service teacher training, Blen-ded I.earning has turned into a major model of in-service teacher training. At first, the paper analyzes the con- notation and the orientation of development of Teacher＇s Blended Learning, and insists that blended learning should achieve multi-dimensional interaction and integration including four model factors：form, subject, activi- ty and relationship. After analyzing some national and provincial training program, the paper holds there are some problems of less elements, close designing, poor team buildingin current training. In order to solve prob- lems and improve practice, the paperprompts some suggestions for teacher＇s blended learning： strengthening the systematic design of training projects, promotingthe openness of training projects, emphasizing on building an integrated environment and enhancing collaboration among related entities.