信息技术中介的教育实习环境创设研究
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摘要
本论文的研究主题是信息技术中介的教育实习环境创设,基于此,作者围绕5个方面展开研究:(1)教师培养与教育实习;(2)信息技术中介的教师教育与教育实习;(3)信息技术中介的教育实习环境的理论基础;(4)信息技术中介的教育实习环境创设;(5)网志中介的教育实习环境案例研究。
教师培养的发展历程研究揭示了教师培养的不同理念、实践模式,这为我们理解职前教师教育的各个方面提供了基础。通过比较国内外的教育实习及其指导策略,我们发现在实习模式、实习内容、实习组织管理方式上国内外的教育实习有着相近的发展趋势,但在理论与实践的互动、教育实习指导策略等方面我国的教育实习存在明显不足。围绕学会教学的实践过程,作者重建了教育实习的概念,并分析了当前我国师范教育和师范生专业学习所面临的挑战以及师范生学会教学过程中的认知特点。
信息技术支持下的学习有着许多独特的特征,分析它们有助于我们理解和实践信息技术中介的学习与教学。信息技术与教师教育包括相辅相成的两个侧面,信息技术整合的教师教育和教师的技术教育。网志(Weblog)是近年来在教师教育领域普遍受到重视的一个网络工具,它的网络个人出版和群体互动交流的给养与教师教育叙事、反思需求的效能可以有机整合。
反思性教学、教师的实践性知识与专业学习、学习理论共同构成了创设教育实习环境的基础。反思性教学要求师范生在应用教学策略、模仿学校教师的教学行为的同时能探讨自己的教学实践,形成反思的意识、习惯和能力;教师的实践性知识与专业学习表明师范生在专业学习的过程需要不断积累作为教师的实践性知识以提升教育教学的实践能力;以建构主义和情境认知为核心的学习理论提示了师范生的专业学习、成长是建构的、社会性的、情境的、认知分布的。
立足学习环境及其创设研究以及教育实习及其指导的需求,我们建构了支撑师范生教育实习和合作/指导教师实习辅导的信息技术中介的教育实习环境,它由七个要素组成:教育见实习活动、信息技术工具、实习资源和案例、实习共同体、实习支架、实习评价和大环境.这个教育实习环境为我们设计和实施教育见习与实习提供了概念框架。
以网志中介的教育实习行动研究为基础,作者针对师范生全日制教育实习及其指导的需求和网志的出版、互动功能,设计了教育实习环境的各要素,并对实施效果进行分析。
信息技术整合的教育实习研究才刚刚起步,它有待我们展开持续的本土研究和追踪国际发展动态。
The research subject of this dissertation is the design of IT mediated education practice environment. Based on this subject, the author implement the study surrounding five facets: (a) teachers cultivation and education practice, (b) IT mediated teacher education and education practice, (c) basis of IT mediated education practice environment, (d) design of IT mediated education practice environment, (e) case study of weblog mediated education practice environment.The research of developing history of teacher preparation shows the different views and education practice models in teacher preparation, which provide the basis of understanding various facets of pre-service teacher education. After comparison of education practice and related mentoring strategies between domestic and foreign country, we find there are similar trends about practice models, practice contents, practice organization and management, whereas there are distinct deficiency about interaction between theory and education practice and mentoring strategies in our education practice. Based on the view of the education practice process of learning to teach, the author construct the concept of education practice and analyze the challenge faced by our normal education and education students' profession learning and cognition features of the education students during the process of learning to teach.IT supported learning has many distinct characteristics which help us understand and implement IT mediated learning and teaching. Information technology and teacher education contains two facets: IT integrated teacher education and teachers' technology education, which enhancing each other. Nowadays, weblog gains many attention, because its affordance of online personal publishing and interaction can be integrated with the efficiency of teachers' need of narrative and reflection.Reflective teaching, teachers' practical knowledge and professional learning, and learning theory constitute the basis of design of education practice. Reflective teaching require education students probe into their own teaching education practice and cultivate their reflective consciousness, habits and competence. Teachers' practical knowledge and professional learning indicates education students need accumulate their practical knowledge in order to enhance their teaching practical competence. Learning theory surrounding constructivism and situated cognition theory suggest professional learning and growth of education students is constructive, social, situated and cognition distributed as well.Based on the study of learning environment and its design, and the needs of education practice and mentoring education students, we construct IT mediated education practice environment for education students and cooperating teacher /mentor. It consists of seven elements: education practicum/practice activities, IT tools, practice resources and cases, practice community, practice scaffolding, practice evaluation and surrounding environment, which gives us framework for designing and implementing field education practice and education practice.In the case of weblog mediated education practice, the author design all elements of education practice based on the need of education students' full-time education practice and the affordance of weblog. Apart from this, the effects of implementation is analyzed and evaluated.The research of IT integrated education practice is only a start. We need do more native study and pursue international trends sustainedly.
教师培养的发展历程研究揭示了教师培养的不同理念、实践模式,这为我们理解职前教师教育的各个方面提供了基础。通过比较国内外的教育实习及其指导策略,我们发现在实习模式、实习内容、实习组织管理方式上国内外的教育实习有着相近的发展趋势,但在理论与实践的互动、教育实习指导策略等方面我国的教育实习存在明显不足。围绕学会教学的实践过程,作者重建了教育实习的概念,并分析了当前我国师范教育和师范生专业学习所面临的挑战以及师范生学会教学过程中的认知特点。
信息技术支持下的学习有着许多独特的特征,分析它们有助于我们理解和实践信息技术中介的学习与教学。信息技术与教师教育包括相辅相成的两个侧面,信息技术整合的教师教育和教师的技术教育。网志(Weblog)是近年来在教师教育领域普遍受到重视的一个网络工具,它的网络个人出版和群体互动交流的给养与教师教育叙事、反思需求的效能可以有机整合。
反思性教学、教师的实践性知识与专业学习、学习理论共同构成了创设教育实习环境的基础。反思性教学要求师范生在应用教学策略、模仿学校教师的教学行为的同时能探讨自己的教学实践,形成反思的意识、习惯和能力;教师的实践性知识与专业学习表明师范生在专业学习的过程需要不断积累作为教师的实践性知识以提升教育教学的实践能力;以建构主义和情境认知为核心的学习理论提示了师范生的专业学习、成长是建构的、社会性的、情境的、认知分布的。
立足学习环境及其创设研究以及教育实习及其指导的需求,我们建构了支撑师范生教育实习和合作/指导教师实习辅导的信息技术中介的教育实习环境,它由七个要素组成:教育见实习活动、信息技术工具、实习资源和案例、实习共同体、实习支架、实习评价和大环境.这个教育实习环境为我们设计和实施教育见习与实习提供了概念框架。
以网志中介的教育实习行动研究为基础,作者针对师范生全日制教育实习及其指导的需求和网志的出版、互动功能,设计了教育实习环境的各要素,并对实施效果进行分析。
信息技术整合的教育实习研究才刚刚起步,它有待我们展开持续的本土研究和追踪国际发展动态。
The research subject of this dissertation is the design of IT mediated education practice environment. Based on this subject, the author implement the study surrounding five facets: (a) teachers cultivation and education practice, (b) IT mediated teacher education and education practice, (c) basis of IT mediated education practice environment, (d) design of IT mediated education practice environment, (e) case study of weblog mediated education practice environment.The research of developing history of teacher preparation shows the different views and education practice models in teacher preparation, which provide the basis of understanding various facets of pre-service teacher education. After comparison of education practice and related mentoring strategies between domestic and foreign country, we find there are similar trends about practice models, practice contents, practice organization and management, whereas there are distinct deficiency about interaction between theory and education practice and mentoring strategies in our education practice. Based on the view of the education practice process of learning to teach, the author construct the concept of education practice and analyze the challenge faced by our normal education and education students' profession learning and cognition features of the education students during the process of learning to teach.IT supported learning has many distinct characteristics which help us understand and implement IT mediated learning and teaching. Information technology and teacher education contains two facets: IT integrated teacher education and teachers' technology education, which enhancing each other. Nowadays, weblog gains many attention, because its affordance of online personal publishing and interaction can be integrated with the efficiency of teachers' need of narrative and reflection.Reflective teaching, teachers' practical knowledge and professional learning, and learning theory constitute the basis of design of education practice. Reflective teaching require education students probe into their own teaching education practice and cultivate their reflective consciousness, habits and competence. Teachers' practical knowledge and professional learning indicates education students need accumulate their practical knowledge in order to enhance their teaching practical competence. Learning theory surrounding constructivism and situated cognition theory suggest professional learning and growth of education students is constructive, social, situated and cognition distributed as well.Based on the study of learning environment and its design, and the needs of education practice and mentoring education students, we construct IT mediated education practice environment for education students and cooperating teacher /mentor. It consists of seven elements: education practicum/practice activities, IT tools, practice resources and cases, practice community, practice scaffolding, practice evaluation and surrounding environment, which gives us framework for designing and implementing field education practice and education practice.In the case of weblog mediated education practice, the author design all elements of education practice based on the need of education students' full-time education practice and the affordance of weblog. Apart from this, the effects of implementation is analyzed and evaluated.The research of IT integrated education practice is only a start. We need do more native study and pursue international trends sustainedly.
引文
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