摘要
从转换性学习的视角来看,开放大学教师培训的核心要素可分为教师自身因素、教师群体因素和社会环境因素。开放大学教师培训的过程可划分为:面临困境的触发阶段、产生冲突的开始阶段、批判性反思的推进阶段、理性对话的深入阶段和行为改变的完成阶段。在不同的阶段,开放大学教师培训面临着不同的困境,而破解这些困境的有效策略则是:了解困惑,开展培训需求调研;根据经验,合理设计培训内容;激发对话,构建多元化培训方式;检验转化,加强培训效果评估。要素、过程和策略作为一个有机体,共同构筑了开放大学教师培训的理论模型。
From the perspective of transformational learning, the core elements of teacher training in open universities can be divided into the factors of teachers themselves, teacher groups and the social environment.The stages of teacher training in open universities include: the triggering stage of facing difficulties, the beginning stage of conflict, the advancing stage of critical reflection, the deepening stage of rational dialogue and the completion stage of behavioral change. The effective strategies of teacher training in open university are to understand the perplexity and carry out training needs investigation;design training content rationally according to experience;stimulate dialogue and construct multiple training methods;test transformation and strengthen the evaluation of training effect. As an organism, elements, processes and strategies constitute the theoretical model of teacher training in open universities.
作者
江欢
JIANG Huan(Personnel division,Jiangsu Open University,Nanjing,Jiangsu,210036)
出处
《当代继续教育》
2019年第3期42-47,共6页
Contemporary Continuing Education
基金
江苏开放大学(江苏城市职业学院)“十三五”2017年度科研规划课题“利益相关者视域下开放大学多元化考核方式的选择与构建”(编号:17SSW-G-Q-042)的阶段性成果
关键词
转换性学习
开放大学
教师培训
理论模型
Transformative learning
Open university
Teacher training
Theoretical model
