摘要
全球化和科技的发展要求教师教育体制必须适应不同的学习情境。教育机构重视正式而丰富的课程内容,但对非正式学习的研究很少,教师应该尽可能多地让自己参与更多的学习机会。高校体育教师的终身学习除了正规学历教育之外,很大一部分在于非正式学习情境下的积累。本文结合非正式学习情境理论提出实践社团的重要性,说明了实践社团的要素、特征和具体学习方式,并结合合作探究法和概念图,试图通过"促进者"和"参与者"的不同角色的划分来进一步促进教师的学习。
Globalization and the development of science and technology request the teacher education system should adapt todifferent learning situations. Educational institutions attach great importance to formal education and rich course contents,but research little on informal learning. Teachers should make themselves to participate in more learning opportunities as muchas possible. In addition to formal academic education, lifelong learning of college sports teachers is largely based on theaccumulation ofinformal learning situation. In this paper, combining with the theory of informal learning situation, we putforward the importance of the Community of Practice. Its elements, characteristics and specific learning styles are declared.And combining with cooperative inquiry and concept map, we try to divide learners into two distinct roles, “facilitator”and “participant” , to further promote the teachers’ learning.
出处
《当代体育科技》
2017年第16期222-224,共3页
Contemporary Sports Technology
基金
江苏省教育厅高校哲学社会科学基金
项目编号:2016SJB890007
现代教育技术研究所
项目编号:2016-R-51098
关键词
实践社团
概念图
合作探究
知识学习
Community of Practice
Concept Map
Cooperative Inquiry
Knowledge Learning
