作　　者： ; ; (陈曼）; (武丽志）;

机构地区： 华南师范大学教育信息技术学院

出　　处： 《现代远程教育研究》 2012年第6期77-82,88,共7页

摘　　要： 远程培训是教师培训的重要方式,也是建设高素质专业化教师队伍的重要途径。但教师远程培训的理论研究明显滞后于实践的快速发展。在线辅导教师作为教师远程培训中学习支持服务的主要实施者,其辅导行为直接影响学员的学习行为,进而影响教师远程培训的整体质量。在线辅导教师的自我角色定位可以概括为导学者、设计者、促学者、评价者和建议者5种角色。不同的角色定位所需的在线辅导策略不尽相同,但在线辅导者需要具备引导策略、交互策略、监控策略、反思与迁移策略、反馈策略等五大基本策略。这五大策略包含16个子策略和32种具体的在线辅导行为,可以作为教师在线辅导的借鉴和参考。 Distance training is an important way for both teachers＂ training and the building of a high-quality and professional teaching staff. However, theoretical study of teachers＂ distance training lagged behind the rapid development of the practice. Online tutors, as the main implementers of learning support services in distance training, their tutoring behaviors affect directly the students~ learning behaviors, thereby affecting the overall quality of distance training. The roles of online tutors can be summarized as guides, designers, promotors, commentators and advisers. Although different roles required different online tutoring strategies, online tutors need the following five basic strategies： guiding strategies, interactive strategies, monitoring strategies, reflecting and migrating strategies, and feedback strategies. The five strategies contain 16 sub-strategies and 32 specific online tutoring behaviors, all of which can serve as references for online tutors.

关 键 词： 远程培训 在线辅导教师 辅导策略 质性分析

领　　域： [文化科学—教育学]