中文摘要：

学习生成的视角迎合了教师信息技术应用能力发展本身的需求,强调让能力提升回归教师主体、回归实践,尊重并认可教师学习应用技术的动态性、发展性和创造性。文章从哲学、心理学和教师学习相关理论脉络中梳理了学习生成的内涵;从教师学习的自身诉求、能力发展本身的特点及已有的实践经验等三个方面论证了生成视角的合理性;采用哈瑞的学习环路模型作为框架,从机理、境域和支持等三个层面分析了学习生成的四次转变过程及教师信息技术应用能力发展的内在逻辑;从教师成长、资源生长和文化影响等三个角度考察了学习生成的状态;最后以山东大规模远程研修项目为案例分析了学习生成的整个过程。

英文摘要：

Generative Learning meets the requirement of the development of teachers＇ competencies of pedagogical use of ICT. It emphasizes the alignment of competencies development with the teacher themselves and their teaching practice. It recognizes the fact that teachers＇ learning of ICT application is dynamic, developmental and creative. This paper first analyzes the concept of Generative Learning based on the summary of the theories from the field of philosophy, psychology, and teacher learning. It then demonstrates the rationality of Generative Learning from the perspectives of teachers＇ leaning needs, the characteristics of competencies development, and exiting experiences. Thirdly, using the theoretical framework developed by Harré, this paper analyzes the four transformations of Generative Learning and the internal logic of the development of teachers＇ competencies of ICT application from the aspects of mechanism, context, and support. Fourthly, this paper examines the status of Generative Learning from the perspectives of teachers＇ development, resources development and cultural impact. Finally, this paper illustrates the whole process of Generative Learning using the large-scale distance teacher-training project in Shandong Province as an example case.