網(wǎng)絡(luò)教師培訓(xùn)的參與式設(shè)計(jì)探索 包銷(xiāo)

內(nèi)容概要

　　北京師范大學(xué)的外國(guó)語(yǔ)言文學(xué)學(xué)科在全國(guó)同行中位居前列。學(xué)院設(shè)有英文系、日文系、俄文系、公共外語(yǔ)教學(xué)部等教學(xué)單位，設(shè)有外國(guó)語(yǔ)言學(xué)研究所、外語(yǔ)教育與教師教育研究所、外國(guó)文學(xué)研究所、外語(yǔ)測(cè)試與評(píng)價(jià)研究所、比較文學(xué)與翻譯所、日語(yǔ)教學(xué)研究所、翻譯教學(xué)與研究中心等學(xué)術(shù)研究機(jī)構(gòu)，另有一個(gè)校級(jí)科研機(jī)構(gòu)--北京師范大學(xué)功能語(yǔ)言學(xué)研究中心。目前設(shè)有英語(yǔ)語(yǔ)言文學(xué)和俄語(yǔ)語(yǔ)言文學(xué)兩個(gè)二級(jí)學(xué)科博士點(diǎn)、四個(gè)碩士點(diǎn)以及外國(guó)語(yǔ)言文學(xué)博士后科研流動(dòng)站。北京師范大學(xué)外國(guó)語(yǔ)言文學(xué)學(xué)院繼承優(yōu)秀的人文傳統(tǒng)，發(fā)揚(yáng)嚴(yán)謹(jǐn)求實(shí)的學(xué)風(fēng)，與時(shí)俱進(jìn)，開(kāi)拓創(chuàng)新，以教學(xué)推動(dòng)科研，以科研促進(jìn)教學(xué)，教學(xué)科研雙軌并行；每年除了派出師生出國(guó)訪學(xué)進(jìn)修或參加國(guó)內(nèi)外學(xué)術(shù)會(huì)議外，還定期獨(dú)立或聯(lián)合召開(kāi)各類(lèi)學(xué)術(shù)研討會(huì)；近年來(lái)獲得各級(jí)各類(lèi)科研項(xiàng)目和獎(jiǎng)勵(lì)數(shù)十項(xiàng)，在國(guó)內(nèi)外重要學(xué)術(shù)刊物和出版社發(fā)表了大量研究著述。

書(shū)籍目錄

AbstractAcknowledgementsList of TablesList of FiguresKey AcronymsChapter 1 Introduction1.1 ABOUT THE RESEARCH1.2 DISTANCE EDUCATION1.2.1 A brief history of distance education globally1.2.2 History of distance education in China1.2.3 Teachers and teacher training in distance education1.3 THE STUDY1.3.1 The context of the study1.3.2 The purpose of the study1.3.3 The significance of the study1.4 0VERVIEW OF THE BOOKChapter 2 Literature Review2.1 INTRODUCTION2.2 PARTICIPATORY DESIGN2.2.1 Why PD?2.2.2 Challenges for PD2.2.3 Implementation of PD2.2.3. 1 PD in software design2.2.3.2 PD in education2.2.3.3 PD in e-learning2.2.4 Influential factors of PD2.2.4.1 Collaboration and cooperation in team work2.2.4.2 Types of teams and team roles2.2.4.3 Team work strategies2.2.4.4 Culture and team work2.2.4.5 Intercultural communication competence and team work2.2.5 Summary2.3 E-TUTOR TRAINING2.3.1 e-Tutors as teachers2.3.1.1 Theory basis for teacher education2.3.1.2 Models in teacher education2.3.1.3 Theories and models for teacher education in China2.3. I .4 Distance teacher education2.3.2 e-Tutors and e-learning2.3.2. 1 e-Learning2.3.2.2 e-Learning design: process and pedagogy2.3.2.3 e-Learning in teacher education2.3.3 e-Tutor training2.3.3. 1 Roles and competences of e-tutors2.3.3.2 e- Tutor training models and pedagogies2.3.4 Culture and pedagogy2.3.4.1 Authority and autonomy2.3.4.2 Harmony and criticality2.3.4.3 Collectivism and individualism2.4 THE THEORETICAL FRAMEWORK2.5 SUMMARYChapter 3 Research MethodologyChapter 4 Understanding the ContextChapter 5 The PD Process and the Influential FactorsChapter 6 e-Tutor Training Pedagogy from PD ProcessChapter 7 ConclusionsReferences

章節(jié)摘錄

　　Step 2 （Orientation）　　Ten tutors who were identified by Chub ture users of the e-educator training module were recruited and given a 4-week online orientation from Feb 17th to March 15th 2006. During the orientation period， the participants took on the role of learners in the MA e-ELT course and worked on extracts from this. They also experienced the use of a discussion forum and bulletin board. During this process， they were expected to identify problems an e-learner would encounter and the kinds of support they as learners would need as well as areas of knowledge required by e-tutors.　　Step 3 （F2F design workshop）　　A face-to-face design workshop was conducted between March 17th and20th 2006 in Beijing. The ten tutors worked collaboratively together with seven academics and two technologists from UKU for four days to develop some materials for this module. The design team was divided into five group saccording to the themes of the module， namely empathy， cognitive aspects， reflection and autonomy， community building and assessment. Each theme group worked in their own ways to develop the e-learning materials but was expected to design at least one trigger activity using rapid prototyping approach during the workshop. A trigger activity was defined as "an activity that has been designed to illuminate the experience of the online learner and serves to raiseissues in relation to the support needed and the role of the tutor and learner in this" （e China-UK March workshop program me document， 2006）. From time to time， the technologists were invited by the theme groups to discuss desig nideas. Three Learning Sets were set up to reflect upon the development process and their experience. One consisted only of UKU members， the other two each consisted of five tutors， one from each theme group.　　……

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