中国电化教育

乡村学校利用数字技术,通过专递课堂开齐开足开好国家课程是乡村基础教育提质增优的有效途径,亦是乡村教育数字化转型的重要方式。专递课堂对线上、现场教师的教学能力提出了新要求,而当前学校、教育管理人员、教育研究人员等对专递课堂中教师的教学能力特点和构成尚无深入认识,双师身份迷失、教学角色模糊,教学胜任力亟待构建。研究结合相关已有研究和课堂实践,采用内容分析法、课堂观察法提炼出专递课堂教学的六大核心能力,即专递课堂理解力、专递课堂协同教学能力、协同备课与教研能力、数字化教学监控能力、环境准备与教学实施能力和数据赋能的教学评价能力;基于以上六大核心能力并借鉴胜任力理论与洋葱模型构建了专递课堂教师教学胜任力模型;最后通过理论分析、实践观察记录,结合专家咨询法建立并细化了专递课堂教师教学胜任力体系。其中,线上教师教学胜任力由5个能力维度和19个能力项构成,现场教师教学胜任力由4个能力维度和16个能力项构成。构建的专递课堂教师教学胜任力模型与体系对促进乡村教师专业发展、提升专递课堂教学质量、持续推动乡村教育数字化转型具有重要意义。

The use of digital technology in rural schools to fully open and implement national curriculum through the online merging onsite(OMO) synchronous classroom is an effective way to improve the quality and excellence of rural basic education, and also an important way for digital transformation of rural education. The OMO synchronous classroom has put forward new requirements for the teaching ability of online and on-site teachers. However, currently, schools, educational management personnel, educational researchers, and others have no in-depth understanding of the characteristics and composition of the teaching ability of teachers in the OMO synchronous classroom. The dual teacher identity is lost, the teaching role is unclear, so the teaching competence needs to be urgently constructed. This study combines relevant existing research and classroom practice, using content analysis and classroom observation, to extract the six core competencies of OMO synchronous classroom teaching, namely OMO synchronous classroom understanding, OMO synchronous classroom collaborative teaching ability, collaborative lesson preparation and research ability, digital teaching monitoring ability, environmental preparation and teaching implementation ability, and data empowerment teaching evaluation ability; Based on the above six core competencies, and drawing on the competency theory and the onion model, a OMO synchronous classroom teaching competency model was constructed; Finally, through theoretical analysis and practical observation records, and in combination with the expert consultation method, the teaching competency system for specialized synchronous classroom teachers was established and refined. Among them, online teacher teaching competence consists of 5 competency dimensions and 19 competency items, while on-site teacher teaching competence consists of 4 competency dimensions and 16 competency items. The OMO synchronous classroom teaching competency model and system constructed in this study are of great significance for promoting the professional development of rural teachers, improving the quality of OMO synchronous classroom teaching, and continuously promoting the digital transformation of rural education.