The Research On Teacher Knowledge Diffusion Of Mentoring Teachers Group In The Network Environment

With the development of education reform,mentoring in school environment as an important school based Teachers’training mode,has obtained widespread application in elementary and middle schools.However, there are many unfavorable factors of mentoring in the school physical environment, such as time and space constraints and mentoring teachers’ personality affects communication effects between them. Therefore, how to improve the inadequacies of the existing mentoring, and provide a new growth point of the professional development of teachers need to be in-depth study. Achieved the teachers’personal professional development goals effectively can through the knowledge diffusion paths of strengthening the exchanges between teacher individuals,teachers and experts, as well as sharing of educational resources. Mentoring in network environment and learning community model provides a new approach to achieving this goal, mentoring teachers sign an agreement in the network support environment, and provides the obligations of the parties to develop appropriate teaching objectives,with in this target the mentoring teachers carry out the research study and exchange activities. The interaction and exchanges between the community mentoring and other members within the community,as well as the activities of publishing articles, uploading teaching resources can transform tacit knowledge of individual teachers in the community to the expressed remarkable knowledge, and through the internalization absorption process of the of community members, then converse to the individuals unique hidden knowledge, this kind of explicit and tacit knowledge conversion process, promote the upgrading and development of the members of the Community.This study was conducted in three parts. Firstly, using the methods of literature research, studied the present situation of the modern teacher mentoring, and did an interviews to the both sides of mentoring teachers in Beiyuan primary school in Jinhua, then summed up the the lack of communication of mentoring teachers in the school environment, again based on the the research status of mentoring in network environment, reviewed the theory of mentoring at home and abroad, and unscrambled from the mentoring role orientation and relationship, guidance and instruction content, effect and behavior improvement, proposed the mentoring in the network environment how to set up and run. At the same time, the author involved in the mentoring interactive as a e-tutor, assisted in the network communication, and organizational learning at both sides of the mentoring.On this basis, through online observation and case study method, long-term on-line tracking mentoring teachers’interaction,statistics the exchanges data at the network studios, and interviewed both sides of mentoring. According to the group dynamics theory, situational cognitive theories and knowledge diffusion theory, at the same time use the concept of knowledge potential energy and knowledge potential difference for reference, as well as the network knowledge two-way communication model and SECI knowledge transformation model, proposed the model of mentoring teachers knowledge diffusion in the network environment, and according to our own practice, puts forward the improvement strategy.Finally,summarized and prospected the study. In the network environment, the mentoring through signing agreement of mentoring to perfect the responsibility of two sides, alleviated the individual loneliness in the virtual environment, enhance the sense of each other’s belonging and cohesion. With the aid of the network platform and online communication tools, effectively solved exchange inconvenience of the constraints of time and space between the mentoring teachers in the school environment, extends the exchange time between them, and in a certain level solved the problem of personality in face-to-face communication. The two sides through online communication, express the knowledge in the form of text or resources, promote the tacit knowledge explicitly, improve the teachers’professional development. Through measures of enriching the way of network exchanges,consummating the organizational structure of the network, improving the intention of teachers’knowledge diffusion and consummating the mentoring in the network environment to enhance the mentoring teachers’knowledge diffusion in the network environment.