以协同知识建构为核心的教师混合式研训效果研究——基于内容分析的方法

A Study on the Effect of Blended Teacher Research and Training Model on Collaborative Knowledge Building:Based on Content Analysis Method

该研究基于"以协同知识建构为核心的教师混合式研训模型",从内容分析方法的视角,对教师研训的交互内容、知识建构过程进行了编码分析,发现该模型有利于促进教师的在线交互和知识建构,能够有效促进教师理论知识与实践知识提高。同时结合混合式研训中发现的问题,从整合个体知识建构与群体知识建构、提高认知冲突与反思能力和推进个性化研训内容与策略等方面对教师混合式研训提出了相关建议。

Based on the ＂Blended Teacher Training Model Based on Collaborative Knowledge Building＂, this research coded and analyzed the interactive content and knowledge building process from the perspective of content analysis during a teacher training process. It is found that the model is helpful to promote online interaction and knowledge construction of teachers, and can effectively improve the theoretical and practical knowledge of teachers. Meanwhile, with the problem discovered from the blended training, this study put forward a few suggestions for blended teacher training from the aspects of integrating of individual knowledge building and collaborative knowledge building, improving the cognitive conflict and reflection ability, and promoting the content and strategies of personalized training.