体验式远程培训中的学习支持设计——来自教育技术能力建设项目的经验

Designing Learning Supports for Experiential Online Teacher Professional Development

2004年底，教育部师范司启动了全国中小学教师教育技术能力建设项目，该项目采用面对面及远程的方式对中小学教师进行教育技术培训。作为一种体验式的培训，在远程开展的过程中势必对学习支持会产生新的要求。本文即以教育技术能力建设项目的远程体验式培训试点为契机，采用基于设计的研究方法，对远程体验式培训的学习支持系统进行了设计、试用和改进。试点过程中，我们通过调查、问卷等方式对资料进行了收集和分析。结果表明：从体验学习的理解、行动、分享等方面关注学习支持，考虑到了教师的实际需要；体验学习的理解、行动（设计/创建）阶段都需要丰富案例的支持；在线学习共同体让学习者受益匪浅，体验学习的分享、交流与反思依赖于学习共同体。最后本文给出了改善学习支持系统设计的若干建议。

At the end of 2004， the Chinese Ministry of Education initiated a National Project of K12 Teachers Educational Technology Competence Development. It was planned to be carried out by face to face and distance learning forms. In this paper， using a design based research approach， we designed， tested， and modified the learning support strategies in the process of distance teacher professional development. Data collected from surveys and questionnaires indicated that the designed learning support strategies fit learners’ needs. Results showed that the learning support design satisfied trainees’ needs in experiential learning through comprehension， actions， and sharing. More cases are needed in each phase during the experiential learning process. The trainees benefited from the online learning community through sharing， communicating， and reflection. Suggestions to improve the design of the learning supports are discussed at the end of this paper.