教育技术能力混合式培训中培训者团队构建.docVIP

教育技术能力混合式培训中培训者团队构建 　　摘要 集中面授和网络学习有机结合起来的混合式培训模式,已经成为我国中小学教师教育技术能力培训的主流模式。然而,该模式在实施过程中也出现诸如集中面授和网络学习各自为政、主讲教师简单糅合导致培训“两张皮”等一些亟待解决的问题。为此,提出教育技术能力混合式培训中培训者团队的构建,阐述专家团队、主讲教师团队、助教团队和督学团队构建的要求和策略,以及在本轮培训中构建的培训者团队的运作。 　　关键词 教育技术能力;混合式培训;培训者团队 　　中图分类号:G658.4 文献标识码:A 文章编号:1671-489X(2010)15-0009-03 　　Trainers’ Team Building based on Blended Training in Capacity of Educational Technology//Zhang Jie 　　Abstract The blended training method which combines focused face-to-face training and network learning has become the mainstream in the training of the capacity of educational technology for primary and secondary school teachers in China. In the application of this method, however, there are some problems, such as the separation of focused face-to-face training and network learning and the teachers’ mishandling of the learning materials which leads to superficiality of the training. Therefore, it has been recommended to build teams of trainers for blended training in capacity of educational technology. It is elaborated in this paper the requirements and strategies of building expert, head teacher, teaching assistant, and teaching inspector teams as well as the operation of the trainers’ team built by us in this training process. 　　Key words the capacity of educational technology; blended training; trainers’ team 　　Author’s address Cixi Teachers-training School, Cixi, Zhejiang, China 315300 　　 　　如今,将集中面授和网络学习有机结合起来的混合式培训模式,已成为我国中小学教师教育技术能力培训的主流模式。然而,该模式在培训实施过程中也出现一些亟待解决的问题,诸如集中面授和网络学习各自为政、学习内容衔接不畅、网络学习时参训教师极易产生心理焦虑等。更为突出的是,在选定承担混合式培训的主讲教师时,只是把信息技术教师和学科教学教师简单地糅合在一起,缺乏系统的整合和宏观的调控,导致混合式培训的“两张皮”,也必然影响培训的质量。为此,构建一支系统的、能够产生培训合力的培训者团队,已成为解决混合式培训中诸多问题的关键。本文拟以本地中小学教师教育技术能力培训中培训者团队的建设为例,探讨混合式培训学习中培训者团队的构建。 　　 　　1 教育技术能力混合式培训中培训者团队构建的要求 　　 　　构建教育技术能力混合式培训的培训者团队,其目的就是要充分发挥集中面授培训方式的优势和网络学习的优势,并能较好地融合,期待混合式培训学习真正实现“媒体是人体的延伸”[1]。为此,教育技术能力混合式培训学习的培训者团队构建,应该满足4个方面的要求。 　　1.1 培训者团队中需要有专家团队的管理与指导 　　混合培训并非简单地将集中面授和网络学习结合在一起,混合的模式必须有助提高培训的绩效和效益。专家团队的首要任务是根据培训内容的特点将其组织为不同的主题(模块),为之选择合适的培