教师网络学习社区知识建构实证研究:观点学习的视角

An Empirical Study on the Knowledge Building of Teachers' Network Learning Community: Working with Idea

随着信息技术环境的发展,社会对教师专业知识实践提出了更高的要求,而知识建构水平是表征教师专业实践的重要指标之一。如何围绕观点学习的视角评价网络学习社区中教师知识建构水平?教师知识建构是否存在人口学统计方面的差异?不同地域教师知识建构水平是否存在显著差异?以卡尔·波普尔进化的知识观为范式,以知识建构三角模型为理论依据,运用K.Y.Lin等设计的量表工具,共回收有效问卷426份。研究结果表明:(1)围绕观点学习的视角探索网络学习社区中教师知识建构水平,可以通过3个维度来进行有效评价;(2)从围绕观点学习的视角看,网络学习社区中教师知识建构水平相对较高;(3)不同性别的教师和不同年龄的教师在网络学习社区中知识建构水平不存在显著差异;(4)不同地区教师知识建构水平存在显著差异。针对研究结果提出几点建议:(1)培育社区的重点在创设问题情境,建构社区公共知识;(2)围绕观点的学习过程,关注观点多样化和异质化;(3)探索社区机制创新,以激励教师主动寻求专业成长。

With the development of information technology environment,society has put forward higher requirements for practice of teachers' professional knowledge. But,knowledge building level is one of the important indicators to characterize teachers' professional development. How to evaluate the level of teachers' knowledge building with working with idea? Is there any significant difference in the level of knowledge building between demographic statistics? Are there any significant differences in the level of knowledge building among teachers in different regions? Based on Karl R. Popper 's evolutionary of knowledge and the triangular model of knowledge building,We used the scale designed by K. Y. Lin et al to investigate the three network learning communities and collected 426 valid questionnaires. The results of the study indicate that :( 1) Exploring the level of knowledge building in the teacher network learning community from the perspective of working with idea,we can carry out scientific evaluation through three dimensions.( 2) The level of teacher knowledge building in the network learning community is relatively high.( 3) There were no significant differences in the level of knowledge building among different gender teachers and teachers of different ages in the network learning community;( 4)There is a significant difference in the level of knowledge building in the network learning community in different regions. There are three suggestions: Firstly,the community focus on the creation of the problem situation,the building of community public knowledge;Secondly,around the point of view of the learning process,concerned about the diversification of view and heterogeneity; Thirdly,to explore the innovation of community mechanism,that can encourage teachers to take the initiative to seek professional growth.