基于网络的信息技术教师专业发展共同体分析-教育技术学专业论文.docxVIP

I I 摘 要 摘 要 本文旨在基础教育信息化与基础教育课程改革的大背景下，从教师专业发展与网络 学习共同体的理论基础和实践出发，以促进信息技术教师专业发展为目的，对基于网络 的信息技术教师专业发展共同体展开研究。 本文采用文献分析法、行动研究法和访谈法，在总结分析现有研究文献的基础上， 对我国中学信息技术教育和学科教师专业发展历史进行了系统梳理，得出了信息技术教 师专业发展结构应包含专业理解、专业知识、专业能力和专业情意四方面内容，并参照 此结构重点对基于网络的信息技术教师专业发展共同体进行了模型构建。 为了验证所构建的信息技术教师专业发展共同体模型的运行效果，本研究在第四章 搭建共同体网络支持平台的基础上，选取了共同体活动中的一个环节——“同头备课” 进行了实验，对以六名信息技术教师为实验样本开展了行动研究。最后对六名教师依次 进行访谈，通过对访谈结果的分析表明：本研究构建的基于网络的信息技术教师专业发 展共同体模型针对性较强，符合信息技术教师的专业特点；网络支持平台易建易用，资 源丰富全面，交流快捷，这些对于信息技术教师的专业发展都具有较大的促进作用。 关键字 网络 信息技术教师 专业发展 共同体 II II Abstract Abstract In the background of the Basic Education Informatization and reform of the Basic Education curriculum, This paper bases on theory and practice of the professional development of teacher and network learning community, in order to promote the Information Technology Teachers professional development, study on the web based professional development community of the Information Technology Teacher. This paper adopts the methods of documentary analysis, action research method and interview method, based on an analysis of the existing research literature，combs the development history of Chinas middle school Information Technology Education and teachers professional development systematically. The Information Technology Teachers professional development structure should contain four parts; they are Professional Understanding, Professional Knowledge, Professional Skills and Professional Attitude. And with reference to the structure, focuses on the model construction of the professional development community model of the Information Technology Teacher on the web based. In order to verify the performance of the Information Technology Teacher s professional development community model, in the fourth chapter, the study builds community support network platform, bases on the platform, selects a link of community activities-“with the first lesson and six Information Technology Teachers as samples, then carries out the action research . Finally,