【作 者】：
吴林静， 张少帅， 刘清堂， 李 晶， 杨炜钦， 贺黎鸣
【关 键 词 】：
网络研修； 研修需求； 研修计划； 认知网络分析； 差异性
【栏 目】：
网络教育
【中文摘要】：
文章以网络研修中教师制定的培训计划为数据源，对不同类型教师研修需求的差异进行了分析。文章以TPACK模型为基础，制定了教师研修需求分析的内容编码表，并对国培计划中423位教师的研修计划进行了标注和分析。通过认知网络分析，文章对不同绩效、不同性别、不同年龄的教师的研修需求进行差异分析后发现：（1）低分组教师描述了更多关于教学法知识的需求，高分组教师则更为关注整合技术的教学法知识；（2）女教师更为关注整合技术的学科教学知识和整合技术的教学法知识，男教师则更为关注教学法知识；（3）随着年龄的增长，教师的需求逐渐由教学法知识向技术知识、整合技术的学科内容知识过渡。针对上述差异，文章对教师培训的内容安排、组织形式、培训策略等提出针对性的建议。
【英文摘要】：
This paper takes the training plans made by teachers in online training as the data source, and analyzes the differences in the training needs of different types of teachers. Based on the TPACK model, this paper develops a content coding table for the analysis of teachers' training needs, and labels and analyzes the training plans of 423 teachers in the national training program. Through cognitive network analysis, this paper analyzes the differences in the training needs of teachers with different performance, gender and age. It is found that (1) low score teachers describe a need for more pedagogical knowledge, while high score teachers pay more attention to the technology-integrated pedagogical knowledge; (2) female teachers are more concerned with technology-integrated pedagogical content knowledge and technology-integrated pedagogical knowledge, while male teachers are more concerned with pedagogical knowledge; (3) with the increase of age, teachers' needs gradually changes from pedagogical knowledge to technical knowledge and technology-integrated content knowledge. In view of the above differences, this paper puts forward targeted suggestions on the content arrangement, organization and training strategies of teacher training.