学习化环境和师资培训
出处：论文网
时间：2006-09-06
具体讲有以下几个方面：
1、师资培训主要不是硬件软件的操作，而是如何将技术集成到学习过程中的能力。学习化环境中教师的任务不是去开发课件，而是如何把信息技术当成一种学习资源和学习工具。事实上，一些通用的计算机软硬件技术如Word、Excel、PowerPoint、Access、多媒体、网络等也很容易“整合”到学科课程中，不一定需要专门的教学软件。例如， Word可以用到英语写作课中或作为排版软件用于制作电子简报，用Excel教数学等。在培训中，可使用大量范例，让学科教师得到启发，发现信息技术和学科教学的结合点。
2、信息获取技能的培训也应是师资培训的重点。在学习化环境中，不强调知识的传递，而是更多的强调信息的敏感、分析和评价的活动，因此培训内容也不仅仅是搜索工具和搜索引擎的使用，还应包括信息内容的再提炼和组合，从而变成解决问题的能力，如信息的分类、分析和判断等。另外，数据库的应用培训是网络时代教师的重要技能，不仅有利于教师了解网上资源搜索机制，也有利于展开探究式教学，调查数据的存储、分析、决策、可视化及学生电子作品的发布都离不开数据库。
3、使用Internet等通讯媒体进行交流是师资培训的另一个重点。教师应学会使用同步和异步通讯方式与家长、学生交流。因此师资培训本身也应多采用各种Internet等通讯工具，如使用E-mail发布案例，使用聊天室进行教学经验交流和问题讨论。
4、教师要体会技术在学习化环境中的集成，自己的工作也应集成技术，才能体会技术的价值和应用的前景。因此培训教师利用计算机和网络等工具来办公，如使用模板和Internet资源来备课，不仅减轻教师的工作量，而且也是教师在学习化环境中一个预演。具体的培训方法可以观摩通用工具在教学办公中的应用和企业的自动化办公模式。
5、要真正以学生为中心，支持认知过程，激发探索兴趣，教师要站在学生的立场上来理解学生的具体观点和意见是必需的。在培训中可使用角色扮演的方法。
6、由于学习化环境中教育目标从知识的理解转到问题解决的培养，关注学生对问题进行多方面的观察、应用和理解。在培训中应强调跨学科的问题研究。具体方法可利用案例教学或采用专题的形式进行，教师以“研究者”身份出现，让受训教师既观察工作情景，参与具体操作，并结合资料查阅、讨论来理解综合化的学习环境。
7、培训教师咨询技能和与家长交流的能力，目的不是指导家长对子女的抚养，而是提高家长的教育功能。受训教师应学习家庭教育的科学；学习学科知识转化为现实中可观察、操作、实践的范例；以及设计利用信息技术促进家长与学生一起完成的作业，如，办电子简报。具体可采用角色扮演和场景模拟等来体验教师、学生、家长关系，使用范例来启发学科内容与生活情景的结合。
三、结语
如何体现信息时代特征和以学为中心的教学模式是师资培训中的重要课题，这一课题的研究关系到未来教师的素质和教育革新的开展。由于新技术的发展，学生通过电视、广播、计算机网络的学习机会将迅速增加，使媒体从教师的机器转向学生的机器应成为师资培训中的重点；由于科学和社会一体化发展要求，师资培训不应只是单个学科上教法的深入，而且应注重教师利用技术整合各个学科知识的能力；由于家庭特征的变化，师资培训同样要重视教师与家长交流和构造家庭化学习环境的能力，以促进学习过程的生活化和更有意义的学习。
总之，从学习者和学习化环境的角度来考虑教师的职业技能，并按这些技能要求进行师资培训，才能更有效的提高教师的教学水平，推进教师素质的提高和素质教育的全面推行。
1.Background
As technology transform the institutions of society, changing the way that people work, communicate, and learn, there is an increasing in learner-centered models of instruction and learning environment in which students are frequently engaged in problem solving and inquiry, collaborating with peers or their parents, using computer and Internet as learning tool, solving problem with interdisciplinary knowledge.
This new change shape the future of teacher development, teacher education or training must accommodate and adapt to the learner-center instruction.
2.Learning environment
According to constructivism, Learning is a result of construction, collaboration, reflection and negotiation within a rich context where learning is situated. Jonassen argued that the four major system attributes on which the designs of constructive learning environments are based are context, construction of knowledge, collaboration and conversation.
Three kinds of learning environment that offer meaningful and practical learning activity in today's China, should be considered:
l Media based learning environment
Over the last decade, the field of education through media has gained importance in China. However they are usually used as teacher’s machine not as learner’s machine. The most powerful use of technologies is to make students immerse in a learning environment. Electronic media, especially computer and Internet can support learning activity by prompting the collaboration, communication, construction, inquiry and expression.
l Comprehensive learning environment
Interdisciplinary knowledge and skills seems to be essential currency, therefore, comprehensive course is adopted to fit this need in many schools. A Comprehensive learning environment based on computer and network can help students discover the interdisciplinary relations; acquire authentic experience and the methodological knowledge that needed in information society.
l Family related learning environment
In modern China, the family also has much change. Family has become small and more affection-oriented unit which put more gravity on their only child; the parents have better literacy that make parent-child culture exchange possible; electronic sets are gradually pervasive. Therefore, child can engage in active learning and practicing the textbook knowledge with parent’s participation. In addition, the parents also can learn from their children.
3.What this means for a teacher
In the learning environment, the teacher has become more of a coach on side rather than the main source for delivering information; become creative manager of learning experience rather than merely dispense of material. Teacher meet the challenges of how to integrate the computer and Internet into students’ learning activity, how to combine the curriculum and technologies, how to transform theory knowledge into the daily life, how to promote collaboration, etc. So, teacher’s role and instructional skills should be redefined, training is needed.
4.How does teacher education need to change to meet with the needs of learning environment?
Traditional teacher education focuses on teaching skills rather than learning skills. To truly embrace the concept of learning environment, previous content of teacher education, including their purpose must be examined and changed. The main content follows:
1. Without a doubt, the field of computer science and information technology has a special status in the teacher education currently. But the emphasis of training should be put on as the learning tools rather than teaching tool.
2. Information acquiring skills should be training, not only the use of web-browser or search engine, but also the sensitivity, analysis and judge of information.
3. Communicating with the students and their parents by Internet should be trained, along with group and family counseling theories and techniques.
4. Help the teachers to use the computer or Internet for themselves in their work can do much help to improve their ability in organizing the learning environment for students.
5. Developing the ability to understand student’s perspective, to put teacher self in the shoes of student, is the necessary task in the preparation for teachers. Role-play is useful technique.
6. Training in inquiry way also helps teachers learn to look at the world from multiple perspectives, which can avoid a “bias” which limits their understanding of those whom they teach.
7. To arrange the homework for students and their parents to work together is the promise instructional activity. Training should contain such skills.
We do know that the role of teachers should change in the information society. We also know the teachers should develop new skills to organize learning environments and activities to help student experience more valuable learning. Our best hope is that teacher-education also should make change in the information society where life-long learning is needed.
- 上一篇：未来计算机与计算机技术
- 下一篇：网络时代将给邮政带来的挑战和机遇
