从教师培训到教师学习：技术支持教师专业成长的途径与策略

Training to Learning: The Strategies and Path of Teacher’s Professional Development Supported by Technology

近年来，教师学习因更强调教师主动性，突出教师学习的日常性及教师知识的内生性而逐渐替代“教师专业发展”，成为一个全新的教师教育理念。当前教师培训的主要困境就是培训效果不佳，教师学习缺乏主动性。虽然技术的支持已逐渐成为近年来各类教师教育项目不可或缺的要素，但这些项目大多还停留在远程培训的层面上，要让技术对教师教育产生实质性影响，还需要从教师学习视角来省视教师专业成长的实质。该文在厘清教师学习的内涵和特征的基础上，探讨了技术支持教师专业学习途径，并采用多案例分析法，分析了多个国内外技术支持的教师学习项目案例中支持教师学习的策略，总结了学习资源、在线学习共同体、学习活动的三大方面支持教师学习的若干策略。

In recent years， teachers’ learning which emphasizes on teacher initiative， and highlights teachers’ routine and endogenous development， has gradually become a new perspective of Teacher Education. And in recent decades the most common practice to carry out Teacher education is teachers’ training， of which the main dilemma is poor training effect and teachers’ passive attitude. While technology integrated in various types of teacher education programs， ICT-supported learning has an essential approach for teacher’s development. However， mostly the technology still remain for distance training. To make a substantial impact on teacher education， we need to call upon the substance of professional development with technology. This research firstly clarifies content and features of teacher learning， and explores ways to support teachers' professional learning based on technology. By analyzing 10 typical cases in domestic and foreign ， this research summed up in three aspects of learning resources、online learning community and learning activities to propose possible path and some learning strategies for teacher professional development.