A Study On The Construction And Operation Of The Rural-urban Interactive Learning Community Of Teachers Under The Network Environment

The professional development of teachers was the main guidance of teachers education in the 20th century. The construction of the rural-urban interactive learning community of teachers under the network environment is to seek the approaches for the professional development of teachers with technical supports and promote the supply of regional informatization and the balanced education development. The present study employs the coordination theory, group dynamics theory and learning theory, establishes the model of the rural-urban interactive learning community of teachers under the network environment as the action framework, and examines and perfects the model with the foundations of hybrid learning fields, applied study fields, and cooperative teaching fields and their cooperative supports during the advancement process of the informational teaching abilities of the rural-urban teachers.The main contents of the present dissertation include:First, it systematically arranges the initiation, domain and developing trend of teachers learning community, summarizes its core contents, and reviews its research status. It is considered that teachers learning community essentially means the community of practice and profession. The goal of the establishment of teachers learning community is to promote teachers professional development. From the respect of technical support, the objective of the community is the teachers informational teaching ability. The construction of the rural-urban interactive learning community of teachers under the network environment should be launched upon sociality, technicality and cognition. The nature of interactivity, based upon the synthesization of various disciplinaries, is discussed: the rural-urban interaction, as the organization form of teachers learning community, is a necessity for the development of the balanced regional education development.Second, it employs the coordination theory, group dynamics theory and learning theory as the fundamental analytical framework and utilizes learning mechanism and interactive mechanism as the two central parts of the support for the rural-urban interactive learning community of teachers under the network environment. The research proposes that the interactive mechanism of the rural-urban interactive learning community of teachers under the network environment is a multi-interactive mechanism based upon symbols and roles; its learning mechanism is the experiential learning based upon designs. The two mechanisms interact as both cause and effect, and supplement each other. The synthesization and application of the two mechanisms in the process of cultivating the rural-urban teachers informational teaching abilities.Third, the research, through literature review, studies towards a conclusion that cognitive dimension,social dimension and technology dimension are the three domain of construction of the rural-urban interactive learning community of teachers under the network environment.Nine key elements that constituted the learning community of teachers under the network environment are determined after consulting to the specialists multiple rounds and times. It structures the model for the learning community of teachers under the network environment upon interpretative structural modelling method(ISM) and analyses the key elements constituted the model and the reciprocal relationship among the elements. The model establishment seeks to provide an action framework for the construction of the rural-urban interactive learning community of teachers under the network environment.Fourth, the study considers that the key of the sustainable development of the rural-urban interactive learning community of teachers under the network environment is to offer the appropriate learning supports through a learning support system that consist of the exploitation of the online course based on informational teaching methods, the design of the research platform for the applied projects, the exploitation of the learning support system such as the thematic websites that sustain the cooperative teaching practices. The model s effectiveness is tested in the application of the learning support system to the teachers informational teaching abilities.Last, the present study tests the effectiveness of the model through analyzing the social network properties of the rural-urban interactive learning community of teachers under the network environment. The actors social statues and roles are analyzed through their physical attributes and relationship network by utilizing social networks analysis method. The profound interactivity between the researcher and the rural-urban primary and secondary school teachers is formed under a consistent research paradigm; key teachers play a leading role in sustaining and developing the rural-urban interactive learning community of teachers under the network environment, in which the countryside teachers take more important initiatives. Within the LSP social community consisting of three schools through the rural-urban areas, countryside teachers more frequently play the roles as middlemen in the information control of the social networks.