论文部分内容阅读
教师混合式培训中的同侪互助对于构造教师学习共同体、提高教师培训质量具有非常重要的作用,是教师创新教学理念的重要来源,是提高教学技能的重要方式。通过设计调查问卷,对中小学教师在混合式培训中的同侪互助行为进行调查分析。研究发现教师之间的同侪互助行为在学术性支持、技术性支持、情感性支持和反思性支持等四个维度呈现出不同的差异和特点,同侪互助行为受到性别、教龄、学历、区位等因素的影响。为了促进教师在混合式培训中同侪互助行为的发生,提升教师在混合式培训中的效果,从建立教师学习共同体,提高教师同侪互助的意识和营造教师同侪互助的氛围等方面提出建议。
Peer mutual aid in teachers ’mixed training plays an important role in constructing a teacher learning community and improving teacher training quality. It is an important source of teachers’ innovative teaching ideas and an important way to improve teaching skills. Through the design of questionnaire, the primary and secondary school teachers in the mixed training of peer mutual aid conduct investigation and analysis. The study found that the peer mutual aid behavior among teachers showed different differences and characteristics in the four dimensions of academic support, technical support, emotional support and reflective support. The peer mutual aid behavior was influenced by gender, teaching age, education background and location influences. In order to promote teachers ’peer co-operation in mixed training, enhance teachers’ effectiveness in mixed training, make recommendations on establishing teachers ’learning communities, raising teachers’ awareness of peer support and creating a mutual peer-teacher atmosphere.