作　　者： ; ; ; (张俊）;

机构地区： 北京师范大学教育学部教育技术学院

出　　处： 《教师教育研究》 2013年第6期60-67,共8页

摘　　要： 网络教研对促进教师专业发展有着至关重要的作用,本文尝试将知识协同建构理论引入到区域网络协同备课中,借助学习元所提供的协同编辑、微批注、评论等功能,通过在安徽肥西10所试验小学的实践探索,按照知识的外化、协作知识的建构和社会化、知识的实践化以及知识的内化和组合化过程,归纳出基于学习元的区域网络协同备课的一般模式,梳理了基于学习元的协同备课的7个基本环节,并提出了技术、认知、内容和群体动力这四方面的支持策略,在收集教师对协同备课模式问卷反馈的基础上,对该协同备课的实施效果进行了讨论和小结。 Network teaching research is important to teacher＇ s professional development. This article is focus on regional teacher online collaborative preparing lessons oriented to knowledge building, which use the Learning Cell＇ s function of col- laborative edit, annotate and comment. Through the practical exploration of ten primary school in Anhui Province, Feixi County and the process of knowledge externalization, knowledge collaborative building and socialization, practice and knowl- edge internalization and combination, it conclude the universal model of regional teacher online collaborative lessons prepar- ing based on Learning Cell. On this basis, it propose seven steps of collaborative lessons preparing and four support strate- gies about technology, cognition, content and group dynamics. Lastly, through same investigations for collaborative lessons preparing, we discuss and summarize the implementation effect.

关 键 词： 学习元 网络教研 协同备课 知识协同建构

领　　域： [文化科学] [文化科学] [文化科学]