【作 者】：
马 宁， 杜 蕾， 张燕玲， 崔志军， 郭佳惠
【关 键 词 】：
教师在线培训； 知识图谱； 群体知识图谱建构； 学习交互； 学习分析
【栏 目】：
网络教育
【中文摘要】：
教师专业发展是我国教育信息化工作的重要任务。在线教师培训因其方便、灵活等特点，成为教师专业发展的有效途径。然而，教师培训也存在知识碎片化、知识结构混乱及缺乏有效交互等问题。为解决上述问题，研究提出群体知识图谱建构的策略并设计开发相关工具。采用准实验研究法，将179位一线小学教师按照不同的培训策略分为4组开展教师在线培训活动，并通过学习分析探讨群体知识图谱建构对教师知识能力水平与交互特征的影响。结果表明：（1）群体知识图谱建构可显著提高参训教师的知识能力水平和知识建构交互层次；（2）群体知识图谱建构提供讨论的知识聚焦点，能够有效引导、管理和组织在线协作学习；（3）群体知识图谱建构有利于学习者达成一致，减少低质量冲突；（4）群体知识图谱建构提升了交互的数量与质量，形成“分享—冲突—信息深度挖掘—协商与认同—知识应用”的学习过程。
【英文摘要】：
Teacher professional development is an important task of educational informatization in China. Because of its convenience and flexibility, online teacher training has become an effective way for teacher professional development. However, teacher training also face the problems of knowledge fragmentation, disorder of knowledge structure and ineffective interaction. To address these problems, this study proposes a strategy of constructing group knowledge map and designs and develops related tools. Through a quasi-experimental research method, 179 in-service primary school teachers are divided into 4 groups according to different training strategies to carry out online teacher training activities, and the learning analytics is applied to explore the impact of group knowledge map construction on teachers' knowledge competence level and interactive characteristics. The results show that:(1) the construction of group knowledge map can significantly improve the level of knowledge competence and the interaction level of knowledge construction of participating teachers;(2) the construction of group knowledge map provides the knowledge focuses for discussion and can effectively guide, manage and organize online collaborative learning;(3) the construction of group knowledge map helps learners reach agreement and reduce low-quality conflicts;(4) the construction of group knowledge map improves the quantity and quality of interactions, and forms the learning process of "sharing, conflict, in-depth information mining, consultation and agreement, knowledge application".
【下 载】：
群体知识图谱建构对教师在线学习与交互的 影响研究