With the rapid development of mobile Internet technology, people's interaction and learning are more convenient and diverse.More and more people choose to join the network learning community.Network learning community is one of the ways to promote individual learning efficiency in the era of pluralistic learning. For teachers, teachers' network learning community has a long duration but low participation motivation,and related studies show that social learning can effectively enhance learners' partici-pation.Therefore, the introduction of social network analysis theory of the construction of teacher learning community, elaborates the connotation of teachers' network community from four dimensions of learning channels, resources and environment, communication environment, social activities, the three dimensions of migration, from the forecast mechanism, strengthening mechanism analysis of teachers'network learning community construction process,put forward teachers learning community forms of individual learning,in-teractive learning,project based learning.While,the characteristics and core of the construction of the teacher network learning com-munity in the intelligent era is that teachers grasping and using the machine for learning prediction, learning migration and learning enhancement.%随着移动互联网技术的快速发展,人们的交互与学习更加便捷、多元,越来越多的人选择加入网络学习共同体,它是多元化学习时代中,促进个体高效学习的途径之一.对于教师个体而言,教师网络学习共同体有着持续时间长但参与积极性低的特点,而相关研究表明:社交学习能有效提升学习者的参与性.因此,引入社交学习理论分析教师网络学习共同体的构建,从学习渠道、资源环境、交往环境、社交活动四个维度阐述教师网络学习共同体的内涵;从预测机制、迁移机制、增强机制三个维度剖析教师网络学习共同体的建构过程,提出个体学习、交互式学习、项目式学习的教师网络学习共同体表现形式;而面向智能时代的教师网络学习共同体的构建特征与核心,在于教师掌握并利用机器进行学习预测、学习迁移与学习增强.
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