Google云服务下的校本教研活动设计与应用研究
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摘要
随着网络技术的发展,Google云服务被广泛应用于教育教学中,基于Google云服务的网络教研活动对促进教师的专业发展,促进教师个人与学校组织的知识管理具有重要的意义。
本研究从知识管理的角度出发,在Google云服务的网络环境下设计与开发一个中学校本教研活动平台,实现学校、教师在该网络环境下的教研活动,希望借此平台能弥补传统教研活动的部分不足,帮助教师在该平台下积极反思、交流、协作以及共享知识,提高教师个人与学校组织的知识管理水平。本研究首先通过问卷调查、观察等方法,对传统教研活动与现有的一些网络教研活动平台进行了调查分析,总结目前教研活动中存在的不足。通过对校本教研、知识与知识管理以及Google云服务的含义阐述,提出在学校进行知识管理的重要性,阐释网络教研对知识管理的促进作用。接着在进行实地调查与需求分析的基础上,以知识的共享与交流为出发点,设计了Google云服务下的校本教研活动平台。最后对该平台下的网络教研活动应用情况进行了调查研究与案例分析,并总结该平台下网络教研活动的优点与不足,提出改进意见,为网络教研活动的后期改进与应用提供帮助。
Google云服务下的教研活动平台,以其低成本、低碳化的优势,作为传统教研的一个有力补充,为学校的教研活动提供了一个无限大的动态资源库,在促进教师专业发展的同时,也促进了整个学校的发展。
With the development of network technology, Google cloud services have been widely used in Education and Teaching. It has important implications to promote professional development of teachers and knowledge management of the individual teachers and Organizational schools.
In this study, the author has designed and developed a school-based teaching and research platform of middle school under the Google cloud service,from the knowledge management point of view.To help the schools and the teachers in the network environment of teaching and research activities. Want to take this platform to be able to make up part of the disadvantages in traditional teaching and research activities.The platform can help the teachers in the platform to achieve reflection, exchange, collaboration and sharing of knowledge. Ultimately form a community of practice for mutual assistance. In order to promote the professional development of teachers, and improve the knowledge-management level of individual teachers and school organization. Firstly, the author has investigated and analyzed the traditional teaching and research activities and the existing networks through questionnaires, observations and other methods, and has sum up the lack of them. Then the author has proposed the importance of knowledge management in school and the promotion of the teaching and research on network to knowledge management, through knowledge, knowledge management and the relationship between teaching and research on network and knowledge management. The author has design the network platform of school-based teaching and research activities under Google cloud services, based on the fieldwork and requirements analysis, and knowledge sharing and exchange as the starting point. At Last, the author has analyzed the application of the teaching and research activities under the network, has summarized the advantages and disadvantages of the platform,and has proposed the advice of improvements. To provide help for the later improvement and application to network of teaching and research.The platform of teaching and research activities under Google cloud services Provide an infinite dynamic resource library for teaching and research activities in schools with its advantages of low-cost, low-carbon. It promotes the professional development of teachers, also promotes the development of the whole school.
本研究从知识管理的角度出发,在Google云服务的网络环境下设计与开发一个中学校本教研活动平台,实现学校、教师在该网络环境下的教研活动,希望借此平台能弥补传统教研活动的部分不足,帮助教师在该平台下积极反思、交流、协作以及共享知识,提高教师个人与学校组织的知识管理水平。本研究首先通过问卷调查、观察等方法,对传统教研活动与现有的一些网络教研活动平台进行了调查分析,总结目前教研活动中存在的不足。通过对校本教研、知识与知识管理以及Google云服务的含义阐述,提出在学校进行知识管理的重要性,阐释网络教研对知识管理的促进作用。接着在进行实地调查与需求分析的基础上,以知识的共享与交流为出发点,设计了Google云服务下的校本教研活动平台。最后对该平台下的网络教研活动应用情况进行了调查研究与案例分析,并总结该平台下网络教研活动的优点与不足,提出改进意见,为网络教研活动的后期改进与应用提供帮助。
Google云服务下的教研活动平台,以其低成本、低碳化的优势,作为传统教研的一个有力补充,为学校的教研活动提供了一个无限大的动态资源库,在促进教师专业发展的同时,也促进了整个学校的发展。
With the development of network technology, Google cloud services have been widely used in Education and Teaching. It has important implications to promote professional development of teachers and knowledge management of the individual teachers and Organizational schools.
In this study, the author has designed and developed a school-based teaching and research platform of middle school under the Google cloud service,from the knowledge management point of view.To help the schools and the teachers in the network environment of teaching and research activities. Want to take this platform to be able to make up part of the disadvantages in traditional teaching and research activities.The platform can help the teachers in the platform to achieve reflection, exchange, collaboration and sharing of knowledge. Ultimately form a community of practice for mutual assistance. In order to promote the professional development of teachers, and improve the knowledge-management level of individual teachers and school organization. Firstly, the author has investigated and analyzed the traditional teaching and research activities and the existing networks through questionnaires, observations and other methods, and has sum up the lack of them. Then the author has proposed the importance of knowledge management in school and the promotion of the teaching and research on network to knowledge management, through knowledge, knowledge management and the relationship between teaching and research on network and knowledge management. The author has design the network platform of school-based teaching and research activities under Google cloud services, based on the fieldwork and requirements analysis, and knowledge sharing and exchange as the starting point. At Last, the author has analyzed the application of the teaching and research activities under the network, has summarized the advantages and disadvantages of the platform,and has proposed the advice of improvements. To provide help for the later improvement and application to network of teaching and research.The platform of teaching and research activities under Google cloud services Provide an infinite dynamic resource library for teaching and research activities in schools with its advantages of low-cost, low-carbon. It promotes the professional development of teachers, also promotes the development of the whole school.
引文
[1]尚建新,解月光,王伟.云计算模型下的PLE构建初探[J].现代教育技术,2009(4)：47-49.
[2]王萍,张际平.云计算与网络学习[J].现代教育技术,2008(11)：81-84.
[3]杨玲.农村中小学校本教研现状研究报告——当前中小学在校本研修方面存在的问题及其对策[C].2007“校本培训”主题论坛论文集,2007：123-129.
[4]王凯.国外课例研究及其对我国校本教研的启示[J].教育科学论坛,2009(5)：66-67.
[5]王众托.知识系统工程[M].北京：科学出版社,2004：30-35.
[6]乐飞红.公司知识管理系统[J].图书情报工作,2005(5)：46-49.
[7]查尔斯·萨维奇.第五代管理[M].珠海：珠海出版社,1998：31-33.
[8](日)野中郁次郎,竹内弘高.知识创造公司：知识管理理论与案例研究[M].李萌,高飞译.北京：知识产权出版社,2006：183-187.
[9]顾小清.面向信息化的教师专业发展模式研究与展望[J].中国电化教育,2008(8)：57-60.
[10]林东清.知识管理理论与实务[M].北京：电子工业出版社,2005：169-177.
[11]顾基发,张玲玲.知识管理[M].北京：科学出版社,2009：1-67.
[12](日)野中郁次郎,竹内弘高.知识创造的螺旋：知识管理理论与案例研究[M].李萌,高飞译.北京：知识产权出版社,2006：36-39.
[13]王子煦,沈治宏.我国2006-2007年知识管理工具研究综述[J].当代图书馆,2007(2)：87-92.
[14]樊兰.谷歌的云梦想[J].互联网周刊,2008(7)：32-33.
[15]万利平,陈燕.云计算在教育信息化中的应用探究[J].中国教育信息化,2009(5)：30.
[16]尹国定,卫红.云计算——实现概念计算的方法[J].东南大学学报：自然科学版,2003(4)：124-128.
[17]张健.云计算概念和影响力解析[J].电信网技术,2009(1)：31.
[18](美)MichaelMiller.云计算[M].姜进磊,孙瑞志,向勇,等译.北京：机械工业出版社,2009：7-10.
[19]陈亮.谁的云计算[J].互联网周刊,2007(23)：72-73.
[20](美)尼古拉斯.卡尔.IT不再重要：互联网大转换的制高点——云计算[M].闫鲜宇译.北京：中信出版社,2008：52-57.
[21]艳丽.“云计算”风生水起[J].信息系统工程,2007(12)：13-14.
[22]张丹.云计算将在未来替代网格计算[J].每周电脑报,2008(9)：21.
[23]陈康,郑纬民.云计算：系统实例与研究现状[J].软件学报,2009,5：1337-1348.
[24]张渝江,岳伟.云计算叩开学校大门[J].中国信息技术教育,2008(12)：93-94.
[25]米靖.论知识管理在学校管理中的应用与策略[J].教育理论与实践.2002(9)：66-67.
[26]戎易,黎加厚.校园知识管理系统设计[J].中国电化教育,2002(1)：70.
[27]郑苗,樊治平.知识地图：知识管理和组织学习的有效工具[J].工业工程与管理,2003(3)：56.
[28]钱扑影响新教师成长的环境因素剖析[J].全球教育展望,2005,(9).
[29]于海涛,安洪涛,王珺.面向教师专业发展的网络教研的有效实施策略研究[J].中国电化教育,2007(1)：51-53.
[30]Mark van Harmelen. Personal Learning Environments[C]. Proceedings of the Sixth International Conference on Advanced Learning Technologies (ICALT'06) IEEE Computer Society.2006:815-816.
[31]Lewis, Perry, Murata. How Should Research Contribute to instructional improvement?The Case of Lesson Study[J]. Educational Research,2006,35 (3):3-14.
[32]Michael Polanyi. The tacit Dimensions[M]. New York:Doubleday Anchor, 1966:223-231.
[33]Stephen Downes. Learning networks in practice[J]. Emerging Technologies for Learning,2007(2):19-27.
[34]Topping K, Ehly S. Peer-assisted Learning[M]. Mahwah, New Jersey:Lawrence Erlbaum Associate,1998:33-37.
[35]Ghemawat S, Gobioff H, Leung ST. The Google file system. D:Proc. of the 19th ACM Symp. on Operating Systems Principles. NewYork:ACM Press, 2003:29-43.
[36]Barham P, Dragov IC B, Fraser K, etal. Xen and the art of virtualization [J]. Acm sigotp Operating Systems Review,2003,32(5):164-177.
[37]Malcolm S Knowles, Elwood F. Holton Ⅱ, and Richard A. Swanson. The Adult Learner-The Definitive Classic in Adult Education and Human Resource Development[M]. gulf Publishing Company,1998:66.
[38]McCotter S. Collaborative groups as professional development [J]. Teaching and teacher education,2001 (17):685-704.
[39]B. Gottesman. professional development strategies-peer coaching and review[M].Lanham,MD:Scarecrow Press,2000:265-269.
[40]Weiss A. Computing in the clouds[J]. ACM Networker,2007(4):16-25.
[41]Kruijfm D, Sankaralingam K. Mapreduce for the cell B. E. architecture [R]. Madison, M I, USA:University of Wisconsin Madison,2007.
[42]Amy Cratch:Beginning Teacher and Mentor Relationship (Nontraditional Teacher Preparation)[J], Journal of Teacher Education,1998(6):220.
[43]Hyunwoo Kim. Blog as the new media on the Internet[J]. Review of Communication,2005 (5):100-108.
[2]王萍,张际平.云计算与网络学习[J].现代教育技术,2008(11)：81-84.
[3]杨玲.农村中小学校本教研现状研究报告——当前中小学在校本研修方面存在的问题及其对策[C].2007“校本培训”主题论坛论文集,2007：123-129.
[4]王凯.国外课例研究及其对我国校本教研的启示[J].教育科学论坛,2009(5)：66-67.
[5]王众托.知识系统工程[M].北京：科学出版社,2004：30-35.
[6]乐飞红.公司知识管理系统[J].图书情报工作,2005(5)：46-49.
[7]查尔斯·萨维奇.第五代管理[M].珠海：珠海出版社,1998：31-33.
[8](日)野中郁次郎,竹内弘高.知识创造公司：知识管理理论与案例研究[M].李萌,高飞译.北京：知识产权出版社,2006：183-187.
[9]顾小清.面向信息化的教师专业发展模式研究与展望[J].中国电化教育,2008(8)：57-60.
[10]林东清.知识管理理论与实务[M].北京：电子工业出版社,2005：169-177.
[11]顾基发,张玲玲.知识管理[M].北京：科学出版社,2009：1-67.
[12](日)野中郁次郎,竹内弘高.知识创造的螺旋：知识管理理论与案例研究[M].李萌,高飞译.北京：知识产权出版社,2006：36-39.
[13]王子煦,沈治宏.我国2006-2007年知识管理工具研究综述[J].当代图书馆,2007(2)：87-92.
[14]樊兰.谷歌的云梦想[J].互联网周刊,2008(7)：32-33.
[15]万利平,陈燕.云计算在教育信息化中的应用探究[J].中国教育信息化,2009(5)：30.
[16]尹国定,卫红.云计算——实现概念计算的方法[J].东南大学学报：自然科学版,2003(4)：124-128.
[17]张健.云计算概念和影响力解析[J].电信网技术,2009(1)：31.
[18](美)MichaelMiller.云计算[M].姜进磊,孙瑞志,向勇,等译.北京：机械工业出版社,2009：7-10.
[19]陈亮.谁的云计算[J].互联网周刊,2007(23)：72-73.
[20](美)尼古拉斯.卡尔.IT不再重要：互联网大转换的制高点——云计算[M].闫鲜宇译.北京：中信出版社,2008：52-57.
[21]艳丽.“云计算”风生水起[J].信息系统工程,2007(12)：13-14.
[22]张丹.云计算将在未来替代网格计算[J].每周电脑报,2008(9)：21.
[23]陈康,郑纬民.云计算：系统实例与研究现状[J].软件学报,2009,5：1337-1348.
[24]张渝江,岳伟.云计算叩开学校大门[J].中国信息技术教育,2008(12)：93-94.
[25]米靖.论知识管理在学校管理中的应用与策略[J].教育理论与实践.2002(9)：66-67.
[26]戎易,黎加厚.校园知识管理系统设计[J].中国电化教育,2002(1)：70.
[27]郑苗,樊治平.知识地图：知识管理和组织学习的有效工具[J].工业工程与管理,2003(3)：56.
[28]钱扑影响新教师成长的环境因素剖析[J].全球教育展望,2005,(9).
[29]于海涛,安洪涛,王珺.面向教师专业发展的网络教研的有效实施策略研究[J].中国电化教育,2007(1)：51-53.
[30]Mark van Harmelen. Personal Learning Environments[C]. Proceedings of the Sixth International Conference on Advanced Learning Technologies (ICALT'06) IEEE Computer Society.2006:815-816.
[31]Lewis, Perry, Murata. How Should Research Contribute to instructional improvement?The Case of Lesson Study[J]. Educational Research,2006,35 (3):3-14.
[32]Michael Polanyi. The tacit Dimensions[M]. New York:Doubleday Anchor, 1966:223-231.
[33]Stephen Downes. Learning networks in practice[J]. Emerging Technologies for Learning,2007(2):19-27.
[34]Topping K, Ehly S. Peer-assisted Learning[M]. Mahwah, New Jersey:Lawrence Erlbaum Associate,1998:33-37.
[35]Ghemawat S, Gobioff H, Leung ST. The Google file system. D:Proc. of the 19th ACM Symp. on Operating Systems Principles. NewYork:ACM Press, 2003:29-43.
[36]Barham P, Dragov IC B, Fraser K, etal. Xen and the art of virtualization [J]. Acm sigotp Operating Systems Review,2003,32(5):164-177.
[37]Malcolm S Knowles, Elwood F. Holton Ⅱ, and Richard A. Swanson. The Adult Learner-The Definitive Classic in Adult Education and Human Resource Development[M]. gulf Publishing Company,1998:66.
[38]McCotter S. Collaborative groups as professional development [J]. Teaching and teacher education,2001 (17):685-704.
[39]B. Gottesman. professional development strategies-peer coaching and review[M].Lanham,MD:Scarecrow Press,2000:265-269.
[40]Weiss A. Computing in the clouds[J]. ACM Networker,2007(4):16-25.
[41]Kruijfm D, Sankaralingam K. Mapreduce for the cell B. E. architecture [R]. Madison, M I, USA:University of Wisconsin Madison,2007.
[42]Amy Cratch:Beginning Teacher and Mentor Relationship (Nontraditional Teacher Preparation)[J], Journal of Teacher Education,1998(6):220.
[43]Hyunwoo Kim. Blog as the new media on the Internet[J]. Review of Communication,2005 (5):100-108.