摘要
信息化时代,网络学习是幼儿园教师专业发展的重要途径,而幼儿园教师的工作性质决定了其网络学习大多数是非正式的。因此,深入分析幼儿园教师非正式网络学习的影响因素,有助于准确把握幼儿园教师网络学习行为。通过深度访谈与数据分析发现:自我发起和自我实践指向的动机、先行基础和元认知等个体因素是幼儿园教师非正式网络学习的基础和前提,多边网络结构共同体环境是幼儿园教师非正式网络学习的重要场域,确保良好用户体验是幼儿园教师非正式网络学习的技术保障。因此,提升幼儿园教师非正式网络学习质量的有效方法可从三方面改进:增强幼儿园教师非正式学习意识,提升有利于网络学习的品质;发展网络学习共同体,创设有利于非正式学习的环境;优化教育信息化基础设施,提高支持非正式学习的技术。
In the information age,online learning is an important way for kindergarten teacher's professional development.The nature of kindergarten teachers,work determines that most of their online learning is informal.In this context,in-depth analysis of the factors affecting kindergarten teachers?informal online learning helps to accurately grasp teachers,online learning behaviors.The result from deep interview and data analysis shows that:individual factors such as motivation,preliminary knowledge and metacognition directed by self^initiation and self-practice are the basis and premise of kindergarten teachers?informal online learning;the community of multilateral network structure create an important environment for teachers?informal online learning;and the technology of providing good user experience is the guarantee for teachers'informal online learning.In order to improve the quality of kindergarten teachers'informal online learning,the study puts forward the suggestions according to the above three dimensions.First of all,enhance teachers,awareness of informal learning and improve the quality of their online learning.Secondly,develop online learning community and create an environment conducive to informal learning.Thirdly,optimize the construction of educational informatization infrastructure and improve the technology of promoting informal learning.
作者
何婷婷
HE Tingting(Hengyang Normal College,Hengyang,Hunan,421002,China)
出处
《教育与教学研究》
2021年第5期42-54,共13页
Education and Teaching Research
基金
教育部人文社会科学研究青年基金项目“基于社交网络的幼儿园教师学习共同体研究”(编号:20YJC880027)。
关键词
幼儿园教师
网络学习
影响因素
非正式学习
kindergarten teachers
online learning
influencing factors
informal learning
