【作 者】：
赵 兴 龙
【关 键 词 】：
深度培训； 乡村教师； 深度学习； 联通主义学习； 教师培训
【栏 目】：
学科建设与教师发展
【中文摘要】：
近年来乡村教师培训受到了社会各方面的关注，乡村教师在外出交流机会、技术应用能力、评价考核方式、内生发展动力等方面有了大幅度改善。随着互联网等新一代技术对教师培训的影响不断加深，乡村教师普遍性地呈现出对培训内容和方式的改变需求，辨识这些新需求并探索适应这些新需求的培训模式，已经成为目前优化乡村教师培训内容和方式的关键问题。本文立足于乡村教师消费的视角，认为教师对培训的消费需求可以分为习惯型消费需求和提升型消费需求；现有的培训基本满足了乡村教师的习惯型消费需求，提升型消费需求的满足则是需要进一步解决的问题。本文在深度学习理论以及联通主义学习理论的基础上，提出了乡村教师深度培训的概念，认为深度培训是乡村教师培训从粗放走向精准、从封闭走向开放、从外部走向内在、从培训走向研修的重要基点，并在此基础上构建了一种新型的以乡村教师及其所处的社会资源网络、远端教师及其所处的社会资源网络和互联网支持下的“一对一”共同体空间为主要组成部分的乡村教师深度培训模式，分析了该模式的基本特征，阐述了实施的基本步骤。
【英文摘要】：
In recent years, the training of rural teachers has been concerned by all aspects of society. Many aspects related to rural teachers have been greatly improved, such as communication opportunities, technical application ability, evaluation methods, and endogenous development motivation. With the increasing influence of the Internet and other new technologies on teacher training, rural teachers generally ask for changes in training contents and methods. Identifying new demands and exploring training models to adapt to those demands have become a key issue to optimize the training contents and methods for rural teachers. From the perspective of rural teachers' consumption, this paper argues that teachers’ consumption demand for training can be divided into two kinds: habitual consumption demand and promotion consumption demand. The existing training basically satisfies habitual consumption demand of rural teachers, while their promotion consumption demand is the key issue needed to be solved further. On the basis of theory of deep learning and theory of connectivism, this paper proposes the concept of deep training for rural teachers and suggests that deep training is an important point for teacher training in rural areas moving from extensive mode to accurate mode, from closeness to openness, from the outside to the inside, and from training to research. Finally, a new deep training model is constructed, in which the main components are rural teachers and their social resources network, remote teachers and their social networks and the "one-to-one" community space supported by the Internet. Besides, the basic characteristics of this model are analyzed and basic steps of implementation are described.