摘要
技术赋能的教育革新为教师专业发展赋予了新的要求和内涵。为探索符合需求的教师专业发展模式,该文通过梳理技术赋能的教育革新与教师专业发展之间的内在联系,明确了当前教师专业发展存在的三个问题:(1)发展视角单一,缺乏多方协作;(2)缺乏对教师能动性及创新思维的培养;(3)培训模式相对保守和封闭。基于文化历史活动理论的变革实验室方法(Change Laboratory)能够为解决上述问题提供具有潜力的方法模型。为清晰呈现这一方法对促进教师专业发展的潜在价值,该文从变革实验室能够帮助教师发展新理念和素养,培养能动性及创新思维,增加专业发展的持续性和促进边界跨越三个方面进行了论述,并对应用变革实验室方法促进技术赋能时代教师专业发展的一般过程进行了阐述。
Technology-empowered educational innovation has provided new requirements and connotation to teacher professional development.In order to explore the teacher professional development model that meets the demands of this new age,the present paper firstly sorted out the relationship between technology-empowered educational innovation and teacher professional development,then clarified three problems of current teacher professional development.These three problems are the lack of multi-voiced dialogue,paying few attentions to teachers’creative thinking,and relatively conservative and closed training model.Faced with these problems,this paper believes that Change Laboratory generated from Cultural-historical Activity Theory is a potential method model,which has the potential to help teachers develop new teaching ideas and literacy based on multi-voiced dialogue,cultivate teacher agency and creative thinking,and increase the sustainability of teacher professional development and promote teachers’boundary crossing.Finally,this paper elaborates the general procedure of applying the Change Laboratory to promote teacher professional growth in the age of technology empowerment.
作者
李树玲
吴筱萌
Li Shuling;Wu Xiaomeng(Department of Educational Technology,Peking University,Beijing 100871)
出处
《中国电化教育》
CSSCI
北大核心
2020年第11期125-133,共9页
China Educational Technology
关键词
教师专业发展
变革实验室
技术赋能
活动系统
拓展性学习
teacher professional development
change laboratory
technology empowerment
activity system
expansive learning
