基于OER的体育教师协同共享学习行为对其专业研修能力的影响

Influence of PE Teachers' Cooperative and Shared Learning Behavior on Their Professional Training Ability Based on OER

以协同共享学习理论、数字化学习理论为理论依据,分析了基于OER的体育教师意向学习行为、具体学习行为、学习行为促成因素以及学习行为影响因素等协同共享学习行为的组成要素,探寻了这些要素对体育教师专业认知能力、专业设计能力、专业实施能力、专业评价能力、专业发展能力等5种专业研修能力产生的影响。研究认为:在获取与使用OER信息的前提下,体育教师具体学习行为对5种专业研修能力具有显著的解释力,对其专业研修能力有正向的促进作用;体育教师学习行为影响因素对其专业认知能力和专业实施能力具有显著的解释力;体育教师学习行为促成因素对其专业认知能力和专业设计能力具有显著的解释力;体育教师意向学习行为对5种专业研修能力均未达到显著影响。建议体育教师通过强化协同共享学习行为,掌握先进的数字化教学理念和科学的教学方法,在解决教学实践问题的过程中实现对自己专业研修结构的不断调整和修正,并进行系统的实践与反思,最终形成具有个性特点的专业研修能力。

Open Educational Resources,OER, is the material source for international teachers to carry out professional research activities. With the methods of questionnaire investigation, mathematical statistics, based on the cooperative shared learning theory and the digital learning theory, this paper analyzes the physical education teachers＇ intentional learning behavior and concrete learning behavior based on OER. The contributing factors of learning behavior and the influencing factors of learning behavior are discussed in this paper. The author explores these influential factors to PE teachers＇ professional cognitive ability, professional design ability, professional implementation ability and professional evaluation. The study shows that under the premise of obtaining and using OER information, physical education teachers＇ specific learning behavior has significant explanatory power to five kinds of professional research ability, and has a positive effect on promoting their professional research ability; The influencing factors of PE teachers＇ learning behavior have significant explanatory power on their professional cognitive ability and professional implementation ability, and the contributing factors of PE teachers＇ learning behavior have significant explanatory power on their professional cognitive ability and professional design ability. The intention learning behavior of PE teachers had no significant effect on the five kinds of professional research ability. It is suggested that physical education teachers should strengthen In the process of solving the problems of teaching practice, we can constantly adjust and revise our professional research structure, and carry out systematic practice and reflection.