摘要
为解决教学点问题而建立的城乡同步课堂在为教师提出新要求的同时,也为其专业发展提供了新视角。文章从同步课堂开展对教师的需求与影响出发,引入实践共同体的概念并阐述了其对城乡教师发展的意义。在此基础上,文章阐述了运用实践共同体促进城乡教师发展的过程与方法:明确共同目标,创设真实的活动情境;线上线下相结合,促进虚拟与现实实践共同体的共建;建立城乡教师交流机制,营造共享的实践文化。最后,文章通过网络教研、反思性实践及"在设计中学习"总结了城乡教师通过实践共同体实现专业发展的主要路径。
The synchronous class established to solve problem of small-scale incomplete schools, not only brings new demands for teachers, but also provides new perspective for their development. This article started from the demand and influence of synchronous classes to teachers, introduced the concept of practice community and expounded its significance to the development of urban and rural teachers. Then, the paper elaborated the process and method of using the practice community to promote teachers＇ development： clear common goals and create a real situation; combining online and offline to promote virtual and reality community construction; establish a communication mechanism between urban and rural teachers to create cooperative culture. Finally, through network teaching and research, reflective teaching practice and ＂learning in design＂, this article summarized the main paths for urban and rural teachers to achieve professional development by means of the practice community.
作者
吴秀圆
王继新
WU Xiu-yuan;WANG Ji-xin(Collaborative Innovation Center of Education InformatTzation,Central China Normal University Wuhan,Hubei,China 430079;College of Educational Information Technology,Central China Normal University Wuhan,Hubei,China 430079)
出处
《现代教育技术》
CSSCI
北大核心
2018年第8期92-97,共6页
Modern Educational Technology
基金
教育部-中国移动科研基金项目"教育信息化支持实现县域内教育均衡发展模式与政策研究"(项目编号:MCM20160409)资助
关键词
同步课堂
实践共同体
隐性知识
身份认同
synchronous interaction class
community of practice
tacit knowledge
identity
作者简介
吴秀圆，在读博士，研究方向为信息化与基础教育均衡发展，邮箱为wuxiuyuan125@163．com。
