中国电化教育

受新冠肺炎疫情影响,自教育部提出"停课不停学"举措后,在线教育成为各级各类学校开展教学活动的主要方式。面向全国中小学生开展大规模的在线教学,既是对我国教育信息化建设的考验,更为推动信息时代的教育变革提供了重大机遇。该研究以疫情重灾区湖北省59156名中小学教师为研究对象,通过问卷调查法和访谈法对教师在线教学行为、教学模式以及接受度进行分析。调查发现,在教学行为和模式方面,智能手机成为教师最普遍使用的教学终端;公共教育资源在此次在线教学中发挥重要作用;教师能因地制宜开展弹性教学,并能够将育人和育才相结合。在教师接受度方面,教师在线教学使用意愿较强。农村教师感知有用性和使用意愿显著性高于城镇教师,初中阶段教师的接受度最低。同时,在线教学也存在一些问题,包括网络环境和硬件设备仍需完善、教师在线教学设计能力不足、教师信息素养参差不齐以及无法精准分析学情。据此,该研究围绕在线教学环境建设、教育理念、教师培训与教研以及学习分析技术方面提出在线教学优化策略,以期为今后在线教学的顺利开展提供借鉴和参考。

Confronted with the COVID-19 outbreak, online education has become the main way of teaching activities at all kinds of schools since the Ministry of Education of P. R. China proposed the "Classes Suspended but Learning Continue" policy. Carrying out large-scale online teaching for elementary and middle school students in China is not only a test for the construction of educational informatization in China, but also provides a great opportunity to promote the education reform in the information age. This study took 59156 primary and secondary school teachers in Hubei Province, the worst-hit areas, as the research objects, and analyzed the online teaching behaviors, teaching models, and acceptance of teachers through questionnaires and interviews. In terms of teaching behaviors and models, the survey found that smartphones have become the most commonly used teaching terminal for teachers, and public education resources played an important role in this online teaching. Teachers can carry out flexible teaching according to local conditions and realized the integration of cultivating people of ability and ethics. In terms of teachers' acceptance of online teaching, teachers were willing to use online teaching. The level of perceived usefulness and use intention of rural teachers were significantly higher than that of urban teachers, and the acceptance of junior middle school teachers was the lowest. At the same time, there are also some problems in online teaching, including that the network environment and hardware equipment still need to be improved, and teachers' online teaching design abilities were insufficient and their information literacy was uneven, and they cannot accurately analyze learning situation. Therefore, this study puts forward some strategy of online teaching in the aspects of online teaching environment construction, educational concept, teacher training and teaching research, and learning analysis technology, in order to provide reference for the smooth development of online teaching in the future.