双方共同参与的培训模式构建与实践.pdfVIP

第 37 卷第 2 期 唐山师范学院学报 2015 年 3 月 Vol.37 No.2 Journal of Tangshan Normal University Mar. 2015 双方共同参与的培训模式构建与实践 —— 以“教学设计”主题培训为例 李隆庚 （唐山师范学院现代教育技术中心，河北 唐山 063000 ） 摘 要：以建构主义理论、成人学习理论和群体动力学理论为基础，培训双方共同进行培训目标制定、内 容分析、策略创建、环境布置和评价等，构建适合教师特点的参与式培训模式。根据此模式以“教学设计”为 内容进行了培训实践，体现了参培教师为主体的“主动参与、主题探究、交流与合作、开放与反思”的培训特 征，培训目标与需求契合。 关键词：参与式培训；建构主义；行动研究法 G40-057 A 1009-9115(2015)02-0122-05 中图分类号： 文献标识码： 文章编号： DOI ：10.3969/j.issn.1009-9115.2015.02.036 Construction and Practice of Training Model Based on the Participation of Both Sides by Taking “Instructional Design” Training as an Example LI Long-geng (Modern Education Technology Center, Tangshan Normal University, Tangshan 063000, China) Abstract: On the constructivism theory, adult learning theory and group dynamics theory, constructs the participatory training model suited to the characteristics of the teachers, and in which training both sides to participate the training process of goal setting, content analysis, policy creation, environmental layout and evaluation. Apply this pattern to “instructional design” as the content of training practice, can reflect with the cords from teachers as the main body of the “active participation, subject to explore, exchange and cooperation, openness and reflection” training characteristics, and the training goals fit the teachers’ requirements. Key Words: participatory training; constructivism; training practice 1 问题的提出 多数参培教师的体会与想法无法交流。 培训是提高教师能力的重要手段。一直以来，关于 培训本应是来自参培教师个体的体验和思考、发现 采用何种培训形式才能更有效地促使参培教师更新教 和发展，是