摘要
交互质量评价是教师网络教研效率效果的保证,并为后续研究提供实施依据。基于此,该研究利用文本内容分析法,根据Gunawardena交互分析模型,对安徽肥西县10所学校的33位二年级老师基于学习元的协同备课交互内容开展深入分析,发现基于学习元的协同备课体现了群体知识的协同进化过程。而对教师在线讨论主题进行分析后,发现教师对于学生思维的培养、教学评价、学生主体性的发挥等方面存有关注不足的现状,这都为后续教研主题的设计、教研活动的开展等提供了参考。
This paper presents findings from content analysis of the online interaction among 33 Chinese teachers working in 10 primary schools located in the rural areas of Feixi County, Anhui Province of China, according to the Gunawardena Interaction Analysis Model. These teachers formed five groups, which aimed to develop their instructional design skills by focusing on collaborative lesson planning supported by LearningCell system. It was found that the teachers formed a knowledge-building community and the group knowledge of instructional design were co-constructed and evolutionary developed. The further analysis of the discussed issues showed that in-depth online interaction were still lacking in terms of some topics including the cultivation of innovative thinking, teaching evaluation and the participate sense of students etc. At the last part of this paper, some conclusions and suggestions are provided for designing follow-up activities.
出处
《现代教育技术》
CSSCI
2013年第4期33-38,共6页
Modern Educational Technology
基金
2012年度教育部人文社会科学研究青年基金项目"从知识分享到知识协同建构--区域教师网络协同备课研究"(项目编号:12YJC880007)的研究成果之一
关键词
协同备课
内容分析
网络交互
学习元
collaborative lesson planning
content analysis
online interaction
learning cell
