research on the strategy of online learning community to promote the university teachers' profession

1、<p>　　Research on the Strategy of Online Learning Community to Promote the University Teachers' Profession</p><p>　　Abstract. The target - Results Paradigm University teachers' professional deve

2、lopment must be driven from an external action researcher turned to the professionalism of teachers' conscious behavior， so that teachers be teaching and reflective thinker. Teachers Online Learning Community opened

3、up a new way for the emergence， for the professional development of teachers. The basis for the development are the online teacher connotation， the mechanism of the structural system of the university teach</p>&l

4、t;p>　　Key words： Teacher professional development， Online-learning community， Online Professional Development </p><p>　　1. Introduction </p><p>　　Today the course paradigm shift context， teac

5、her education research also encountered the same problem with the education and curriculum studies， teacher development. People are beginning to realize that the core of the professional development of teachers is the te

6、achers themselves. Deepening of the reform of university teaching promote the professional development of teachers and more requirements to establish a "teacher as researcher"， "Teacher as Reflective Pract

7、ice"， which go beyond the "Tea</p><p>　　2. The Meaning of the University Teachers' Professional Development </p><p>　　Information and communication technology in teacher profession

8、al development project to do is to create a support action learning resources， especially teaching model example libraries and instructional design case base. These resources are mainly from the latest theoretical and pr

9、actical research， such as learning theory， curriculum theory， the theory of IT integration， technical support， learning evaluation， support tools， procedures， and so on. Second is the accumulation of resources. With th&l

10、t;/p><p>　　Teachers' professional knowledge is conditional knowledge （i.e. Education， psychology， and education of scientific knowledge） and practical knowledge （i.e. Classroom situation knowledge and assoc

11、iated knowledge） constituted by the ontological knowledge （disciplinary expertise）. In general， college teachers place more emphasis on access to ontological knowledge accumulated enough knowledge and practical knowledge

12、 of the conditional. </p><p>　　2.2 Acquire Specialized Skills </p><p>　　The professional skills of teachers can work smoothly， it mainly includes： education capacity （teaching， teaching reflecti

13、on， curriculum design and processing information）， research capacity， the ability of social services， self-renewal development capacity. </p><p>　　2.3 Cultivate Professionalism </p><p>　　This is

14、 the internal basis for teachers' professional development， which can be expressed in the professionalism and studious spirit， selfless dedication， responsibility to participate in other aspects. </p><p>

15、;　　3. University Architecture of the Online Learning Community </p><p>　　3.1 Interaction Layer </p><p>　　The interaction layer posed by the learner systems， expert systems， and administrators in

16、teract with the computer interface. Learning community of group interaction and the sharing of resources can be achieved through the interaction model. Specifically， the notification module for the latest news， notificat

17、ions， and dynamic； learning forum module comes from the work practice of the teachers to the problems encountered in the understanding and sharing of teaching practice between the members of </p><p>　　3.2 Me

18、dia Layer </p><p>　　Media means to load between communicators between the pass， extending a particular symbol and substance of the information entities， which includes books， radio， television， network produ

19、ction， dissemination agencies. The media layer here is the network environment. It's main function： focus on the main network services and analytical processing system， connect the client and database intermediary ro

20、le； responsible for receiving the client sends the request to the ASP technology and database con</p><p>　　The resource layer is with the support of networked information technology， building online learning

21、 community data resources， which includes a library of learning resources， learners and expert information library， Forum Library repository underlying database. These data resources to ensure the smooth implementation o

22、f the online professional development so that all participants in the Community at any time by logging into the network platform to participate in online learning， but also to ensu</p><p>　　4. Analysis of th

23、e Universities Online Learning Community </p><p>　　4.1 Common Cultural Identity </p><p>　　Even in the same universities， different discipline departments will form a different cultural style. Te

24、achers learn the cultural identity of the Community is the collective identity， this identity is not a sector groups， and cultural and social sense of belonging completely. From a sociological point of view， it is the ma

25、nifestation of the social attributes， and a solid knowledge of Community and promotes the individual's knowledge sharing and exchange of experiences. </p><p>　　4.2 Common Learning Atmosphere </p>

26、<p>　　A learning culture is gradually formed with the construction of school culture permeates the campus atmosphere of the music school， is to promote the sustainable development of the school culture. The learning

27、 culture of the school is an overall cultural connotation， is also a learning phenomenon， including the intangible values of learning with the tangible learning behavior. Knowledge Community college teachers can inspire

28、a strong sense of learning， active individual thinking. </p><p>　　4.3 Common Learning Mechanisms </p><p>　　Build a school culture of learning problem-based learning mechanism to guide teachers.

29、Such a learning mechanism can be simply attributed to five main points： to improve teaching and learning； own teaching and learning； learning in their teaching process； learning to participate in solving the problems enc

30、ountered by others； for knowledge shared learning. A community of teachers’ cooperative learning can promote the integration and full development of teacher cognition， motivation and emotion in</p><p>　　4.4

31、Sharing of Learning Resources </p><p>　　In the university's learning within the network environment based learning resources is a basic condition determines the select group of teachers learning and lear

32、ning opportunities. Teacher groups to share their knowledge and experience and learning resources， establish a "knowledge base" shared task， to provide intellectual support for the professional development of g

33、roups and individuals. 　　4.5 Common Action </p><p>　　Action Research teachers reflect on their own classroom teaching phenomenon， explore and improve teaching and learning in order to improve the quality of

34、 an exploratory study. Through common action research， teachers' groups to discuss the problems encountered and research teaching collective joint force， joint problem solving. </p><p>　　4.6 A Common Vis

35、ion </p><p>　　Teacher learning community's shared vision is a real yearning for each member in the Community and are willing to strive for the goal， and the inherent power to promote Community action. Th

36、is shared vision through cooperation and exchange in the individual's vision on the basis of the consultations Share formation and development. Shared vision is a benefit to teachers to attract， but also to define th

37、e direction of an individual behavior. </p><p>　　5. The Strategy of Online Learning Community to Promote the University Teachers' Professional Development </p><p>　　5.1 Depth Understanding o

38、f the Actual Needs and Accordingly Develop Online Professional Development Plan </p><p>　　Teachers online professional development advanced concept does not mean that any of the online professional developme

39、nt projects are feasible. Therefore， the plan is very important. The planning and implementation of the online professional development project must be built on the basis of a comprehensive analysis of the local teachers

40、' professional development and development needs. The beginning of the planning of the project， must as far as possible to learn more about the entire school or di</p><p>　　5.2 Technology Acquisition to

41、Ensure the Technical Support and Participants of the Project </p><p>　　In order to ensure the smooth implementation of the online professional development， all participants in the project must be at school o

42、r at home. All members of this common body of scholars who can readily participate in online learning， on the other hand can be resolved in a timely manner to ensure that any specific technical issues that arise in the p

43、rocess of online learning. Needs to be emphasized is that the technical support online professional development project， not only to provide ser</p><p>　　Effective implementation of online professional devel

44、opment project requires a certain amount of incentives to improve teachers to participate actively stimulate everyone's sense of team to enhance the cohesion of the community of learners. Team culture helps organizat

45、ions to coordinate a variety of online professional development activities， such as online course content， organize online discussions， and the presence of the seminar， to assess the performance of online learning and di

46、scussion， a</p><p>　　5.4 Online Project Consultants Should be Guaranteed to Give Timely Online Guidance </p><p>　　The project consultant's primary task is to create a democratic， open， warm

47、atmosphere of the team culture， good communication， and the courage to express their views， willing to share their own experience and others. Therefore， the consultant's main job is to guide， organize a discussion on

48、 a particular topic or theme， rather than expert judgment or answer all the questions. His addition to timely encouraged everyone to patronize this professional group （such as QQ group）， forums or posts， but </p>

49、<p>　　5.5 Face-To-Face Meeting of the Presence， As Far As Possible， Should be the Start of the Project </p><p>　　Extremely important to organize a face-to-face meeting of the presence in the online prof

50、essional development project starts， the participants should be online development projects， such as teachers， consultants and managers， as well as others interested in online professional development. The session will p

51、rovide participants with effective online learning to lay the foundation for its main theme： the introduction of online course's background； using the online communication software； answering</p><p>　　Th

52、e university teachers 'professional development must be driven from outside the goal - results "paradigm shift teachers' professional conscious action， the teachers teaching action researchers and reflection

53、. The establishment of this conscious act is motivated by the common culture of the school. The pillars of the kind of group learning the characteristics of the Community sharing， dialogue， cooperation for the profession

54、al development of teachers， and to promote the awareness of the main bo</p><p>　　7. Acknowledgments </p><p>　　The research was financially supported by the Fund of Anhui Teaching Quality Project

55、---Public Pedagogy， Psychology courses teaching team construction projects （Grant NO. 20101063）； and the key projects by Anhui universities young talents fund ---Application Oriented Undergraduate young teachers applied

56、transformation Development Research （Grant NO. 2012SQRW181ZD）； and the teaching and research projects of the Suzhou College---The “co-teaching model” of Public Education in Practice-oriented colle</p><p>　　R

57、eferences </p><p>　　1.Tan Yin； Network Learning Community Learning Strategy [J]； office automation； 2009 18 </p><p>　　2. Sun Haiying， Maleonn； Virtual Learning Community of CSCL awareness and bu

58、ilding [J]； Chuzhou College； 2008 03 </p><p>　　3.Tan Jingde； Chen Ching； online learning community element analysis， design and build of NLC significance [J]； Hunan First Normal College； 2007 02 </p>

59、<p>　　4.Zhang Jie； IT environment to learn Community build of inquiry [J]； Journal of Fuzhou University （Philosophy and Social Sciences）； 2008 05 </p><p>　　5.Yang Zhaohui； Song Xiaoliang； the teacher ne

60、twork information resources use intention survey - An Empirical Study of the support platform for the construction of a network of universities [J]； Radio & TV University （Philosophy and Social Sciences）； 2011 01 <

61、;/p><p>　　6.Ma Liang， Sun Haiying， virtual learning community awareness and building [J]； EDUCATION INNOVATION GUIDE； 2008 04 </p><p>　　7.Cheng Jintang； the Network Era College English Teaching [J]

62、； Chinese science and innovation GUIDE； 22 in 2009 </p><p>　　8.Su Hong； SMS-based distance education student support system design and realization [J]； Guangzhou Radio & TV University； 2005 02 </p>

63、<p>　　9.Bie Wenqun， Build a learning community to promote the training of school-enterprise cooperation [J]； computer and telecommunications； 2012 03 </p><p>　　10.Zhu Shuhua； Wu Sijing； On the Univers