| 高校教师在线专业发展的学习共同体机制探究 |
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| 引用本文： | 潘孝泉.高校教师在线专业发展的学习共同体机制探究[J].江苏广播电视大学学报,2011,22(3):30-33. |
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| 作者姓名： | 潘孝泉 |
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| 作者单位： | 浙江师范大学行知学院,浙江金华,321004 |
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| 基金项目： | 浙江师范大学第4期青年教师教改项目"基于现代教育技术的大学英语立体化教学改革实践" |
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| 摘 要： | 高校教师专业发展必须从外部驱动的＂目标—结果＂范式转向教师的专业自觉行为,使教师成为教学的行动研究者和反思者。教师在线学习共同体的出现,为教师专业发展开辟了一条新的途径。依据在线教师发展的内涵,高校教师专业发展的在线学习共同体机制的结构体系有交互层、媒介层和资源层三层,其具有共同的文化认同,共同的学习氛围、共同的学习机制、共同的学习资源、共同的行动研究及共同的愿景等特征。
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| 关 键 词： | 教师专业发展 在线学习共同体 在线专业发展 |
Research on the Mechanism of Online Learning Community for College Teachers' Professional Development |
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| PAN Xiao-quan.Research on the Mechanism of Online Learning Community for College Teachers' Professional Development[J].Journal of Jiangsu Radio & Television University,2011,22(3):30-33. |
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| Authors: | PAN Xiao-quan |
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| Institution: | PAN Xiao-quan /Zhejiang Normal University |
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| Abstract: | The professional development of college teachers must be transferred from the outside ＂goal-result＂ driving activity to teachers＇self-conscious activity,and let the teachers become the researcher and reflector of the teaching behavior.This trend has given birth to the online learning community,which opens up a new way for teachers＇professional development.There are three levels in the contracture of the online learning community： the level of interaction,the level of media,and the level of resource.It is also featured with common cultural identity,common learning atmosphere,common learning mechanism,common learning resources,common active research and common expectation etc. |
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| Keywords: | teachers＇professional development online learning community online professional development |
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