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新冠肺炎疫情加快了在线教育向基础教育渗透的步伐，并大幅提升了中小学教师对在线教学的关注度。该研究以“关注为本采用模式”为基础，设计教师关注发展阶段测量量表，调研了疫情防控后期全国中学教师在线教学关注水平及采纳倾向。研究发现，教师对在线教学的关注达到“非常关注”的水平，学校所在地理位置及教育信息化程度、教师年龄、任教学科、在线教学经验等显著影响教师的关注水平。教师关注水平对常态化采纳在线教学的倾向具有显著的预测关系，尤其是“信息的”和“发展的”维度解释力最强。最后为促进教师采纳在线教学提供了建议，包括增加教师在线教学机会、实施在线教育应用创新试点项目、有针对性地缓解不同教师群体的焦虑等。
Abstract：The “Covid-19” epidemic has accelerated the penetration of online education into public schools, leading to an increasing degree of teachers' concern in online teaching. The concern in online teaching is greatly related to their willing of continuing adopting online teaching after resuming offline classes. Therefore, this study aims to investigate secondary school teachers' concern levels of online teaching and adoption attitudes towards it in the later period of the epidemic through a large-scale questionnaire survey. The questionnaire was developed based on the theory of the “Concerns-Based Adoption Model”, which has widely applied in previous studies of teacher professional development and educational reform. The results show that the level of secondary school teachers' concern in online teaching is high and positive. The variables of school locations, school types, teachers' characteristics,and disciplines have a significant impact on teachers' concern levels. It is found that the level of teachers' concern in online teaching is positively related to their willing of adopting online teaching in practice. The dimensions of “information” and “development”have the strongest effect size in predicting teachers' willing of adopting online teaching. Finally, this study also provides several suggestions of promoting teachers' adoption of online teaching in secondary education, such as providing opportunities of online teaching, implementing innovative pilot projects of online education in typical schools, as well as decreasing teachers' anxiety.
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基本信息:
中图分类号:G434;G632.4
引用信息:
[1]蒋宇,闫志明,李秀晗.中学教师在线教学关注水平及采纳倾向研究——基于两万名中学教师的问卷调查[J].中国电化教育,2023,No.435(04):107-114.
基金信息:
中央电化教育馆“在线教育应用创新项目”; 2021年教育部人文社会科学研究青年基金项目“CoP视域下中小学教师网络学习社群的群体动力特征研究”（项目编号：21JYC880041）研究成果
2023-04-03
2023-04-03