教師線上社區教學反思與社會交互的個案研究

A Case Study of Teaching Reflection and Social Interaction in Online Communities of Teachers

隨著信息技術與教育教學的深度融合，教師線上反思已成為促進教師專業發展的重要途徑。基於對個案歷時性追蹤，研究探討了教師線上社區中教學反思與社會交互的特徵及其對教師專業發展的影響。通過對2014-2021年間社區文本消息進行分層抽樣，應用內容分析與社會網絡分析方法，揭示了教師線上反思活動的動態特徵。研究發現教師的線上反思具有日間和年度的規律性特徵，主要聚焦課堂教學與教師專業發展方面，其中技術性反思與理解性反思占比高，批判性反思的占比較低。社會網絡分析表明，教師的社會交互為教學反思提供信任基礎與群體動力，而教學反思則為社會交互提供認知支持，二者相輔相成。研究還發現教師的社會交互直接影響社區的知識建構與共享，在維持社區可持續發展中發揮重要作用。通過多維度、多層級地開展教學反思、參與社會交互，教師更易於應用反思成果指導教學實踐，創造新的專業發展機會。研究為教師如何通過線上反思促進專業發展提供了有益的啟示。

With the deep integration of information technology and education, online reflection by teachers has become a crucial pathway for promoting their professional development. The study, based on a longitudinal case study, explores the characteristics of teaching reflection and social interaction in an online community of teachers, as well as their impact on teacher professional development. Through stratified sampling of community message data from 2014 to 2021, and utilizing content analysis and soc ial network analysis, the dynamic features of online reflection activities among teachers were explored in depth. The study found that teachers' online reflection exhibits regular daily and annual patterns, with a primary focus on classroom teaching and individual teacher development. Additionally, technical reflection and interpretive reflection were more prevalent than critical reflection. Social network analysis revealed that social interactions among teachers provide the trust foundation and group dynamics necessary for reflective activities, while teaching reflection offers metacognitive strategies that support social interactions , the two processes reinforce each other. Furthermore, the study showed that teachers' social interactions directly impacted the community's knowledge construction and sharing, playing a crucial role in maintaining the community's sustainable development. Further analysis revealed that by engaging in multi-level and multi-dimensional online reflection and social interaction, teachers were more likely to apply reflective outcomes to teaching practice, thereby creating new opportunities for professional development. This study provides valuable insights into how teachers can leverage online reflection to enhance their professional growth.