摘要
当前高校的线上教学已经从疫情初期的应急状态逐步走向常态化,提高线上教学质量并以此推动高校的教学改革是迫切需要研究的课题。线上教学同时具有工具合理性与价值合理性的特征,但是目前过于偏重工具合理性的结果,不仅窄化了教育目的,而且在课堂管理、实验课教学、课后辅导、线上资源建设、教学评价等五个方面出现了教学困境。在不改变现有教学管理制度的提下,激发教师线上教学的主动性与强化教学监督成为可行性的选择。
At present,online teaching in universities has been gradually normalized from the emergency state in the early stage of the epidemic.It is urgent to improve the quality of online teaching and promote the teaching reform in universities.Online teaching has the characteristics of tool rationality and value rationality at the same time,but currently too much emphasis is on the results of tool rationality.This not only narrows the educational purpose,but also presents teaching difficulties in five aspects:classroom management,experimental teaching,after-class tutoring,online resource construction and teaching evaluation,etc.Without changing the existing teaching management system,it has become a feasible choice to stimulate teachers’initiative in online teaching and strengthen teaching supervision.
作者
王树梅
张阳
WANG Shumei;ZHANG Yang
出处
《煤炭高等教育》
2022年第3期122-126,共5页
Meitan Higher Education
基金
江苏省现代教育技术研究2021年度重点课题“基于云班课平台的混合式教学互动研究”(2021-R-92021)
教育部第二批新工科项目校内子课题“新工科背景下算法科技类课程的建设与实践”(XJXGKY07)
江苏师范大学校级教研课题“数据结构课程思政示范课”(20KCSZkc49)
关键词
线上教学
工具合理性
价值合理性
在线课程
online teaching
tool rationality
value rationality
online courseulum policy
