Web2.0环境下教师教育技术能力培训模式构建

Web2.0-based Training Model for Teachers” Educational Technology Ability

教师的学习是基于案例的情境学习、基于问题的行动学习、基于群体的合作学习、基于原创的研究学习、基于经验的反思学习。而我国目前的教师教育技术能力培训模式，往往不能体现教师学习的上述特征。该文结合Web2.0技术主动创造、共建共享的特点，依据教师学习的六大特征，在培训系统理论、绩效理论等的指导下，从组织一人员一任务三结合的培训需求分析、学员参与的系统化培训方案制定、“三位一体”教师教育技术能力培训实施过程、内部绩效与外部适应绩效相结合的培训绩效评价及培训后继工作等多个方面建构出Web2.0 环境下教师教育技术能力培训模式。

Teacher’s learning is Case-based Situated Learning， Problem-based Aaction Learning， Group-based Cooperation Learning， Originality based Inquiry Learning and Experience based Reflective Learning. But， most of the training models for teachers’ educational technology ability can’t reflect above teachers’ learning characteristics. Guided by training system theory and performance theory， this paper constructed Web2.0-based Training Model for teachers’ educational technology ability， which include: ‘organization-faculty-task’ training requirement analysis， trainee participated systematic training plan design， trinity training process， internal operation performance and external adaptive performance combined performance evaluation and post-training services.