唤醒基层教师信息技术应用能力提升的内在力量——以中西部基层教师教育信息化草根共同体为例

Awakening the Power of Promoting ICT Capability among Grassroots Teachers ----An Example of a Grassroots Teacher Group of ICT in Education in Midwest China

如何使教师由被动接受培训转变为主动学习探索，提升教师的信息技术应用能力，形成主动应用的机制，是当前教育信息化发展和教师信息技术培训面临的关键问题。柳州课件中心组，作为一个地处我国中西部地区的教育信息化草根共同体，不仅基层教师在参与中获得发展，更以民间骨干教师团队为主体，推动了区域教师信息技术应用能力的提升。组织结构的半开放性、强烈的主体性、成员的差异性、活动参与的自发性、专业成长的可见性、思想方法的辐射性是该共同体的突出特征。经研究发现，其成长与发展与以下几方面密切相关：立足基层教师，建立民主的交流平台和平等的对话机制；关注基层需求，采用灵活的内容设计与流动弹性的活动组织方式；基于共同愿景，良好的共享文化保证了活动的持续开展；依赖去中心化，以多层次的参与方式实现自我效能的提升；藉由技术优势，以多重交流持续构建情感依赖型精神家园。该研究对于唤醒基层教师的内在力量，主动提升信息技术应用能力有一定的借鉴意义。

To ICT in education and teacher training on ICT， an important question for promoting teachers’ ICT capability is how to engage teachers in active learning and thereby form a mechanism of active application among teachers. Courseware Central Group of Liuzhou， a grassroots community of ICT in education in the Midwest of China， has created a platform to promote communication equally among teachers. The community also facilitated teachers’ active involvement and development， and promoted the development of teaches’ ICT capability of the district directed by the folk outstanding teachers team. The community has several prominent features: a semi-open organization structure， strong subject consciousness， diversity among the members， active participation， visibility of the professional development， popularity of thinking. As a community for teachers’ professional development， its development process closely related to several aspects: (1) rooted in the grassroots teachers， the community implements a platform for democratic communication and equal dialogue mechanism; (2) focusing on basic needs， the community uses flexible content design and elastic activities organization form; (3) with a common vision， the community encourages a culture of information sharing and thus ensures the sustainability of its activities; (4) relying on decentralization， the community enhances self-efficacy by multi-level participation; (5) with technical advantages and multi-level communication， the community builds an reliable emotional safe zone for teachers. The findings can be used for reference as awaking the power of promoting ICT capability initiatively among grassroots teachers.