Wiki支持的教师概念转变研究 ——认知—互动分析的视角

Socio-cognitive Dynamics of Wiki-enhanced Teacher Conceptual Change

当前“教师是如何学习的”这一根本问题没有得到足够的重视，从概念转变这一视角切入的研究也 没有深入考察个体转变的社会—认知动力。该文选定Wiki支持的校际课例研究这一特定情境，采用情境化的视 角，将个体认知与社会交互相联系，将其放置在活动系统中进行考察。案例研究发现，校际课例研究的成员形 成了星形互动结构，其中处于中心的个体实现了一定程度的概念转变，而反差大、丰富性适中的概念性评论正 是引发转变的重要条件。建议尝试更大规模的校际课例研究，引入课例研究主持人并注重互动平台的整合性和 易用性。

For teacher， “How to learn” was fundamental but had not been paid much close attention. The tentative answer from the perspective of conceptual change did not highlight the socio-cognitive dynamics as well. This research investigates the dynamics in the activity system of Wiki-enhanced lesson study in a situative approach. The case study illustrates that the interaction structure is similar to a star network， in whose center the individual experiences some conceptual changes. Conceptual interactions with a medium level of redundancy and sensible polarity are particularly conducive to conceptual changes. Furthermore， we suggest that interscholastic lesson study in larger scale are worthy of trial， facilitator should be introduced， and the interaction channels and usability of the technology platform should be highlighted.