社会技术系统理论视角下教师的知识与MOOCs行动——基于北京大学首批开设MOOCs教师的质性研究

Teachers' Knowledge and Actions on MOOCs from Perspective of Socio-Technical System:Based on the Qualitative Research on the First MOOCs Teachers from Peking University

通过对北京大学首批开设MOOCs的三位教师的质性研究发现:教师教学意象是决定教师的MOOCs行动的关键因素;当教师在MOOCs的行动中发现现况无法符合之前的教学意象时,通常通过修正行动策略、修正实践知识或修正教学意象这三条路径来应对冲突;而社会系统和技术系统共同影响着教师最终的MOOCs行动。

After a qualitative research was conducted on three Peking University teachers who firstly attempted to make MOOCs, it was found that（1） teaching image is the key factor that influences teachers ＇ actions on MOOCs;（2） when the current situation does not fit the teachers＇ image in the teachers＇ taking actions on MOOCs, teachers usually modify action strategies, practical knowledge or image to deal with the conflict;（3） social system and technical system influence teachers ＇ actions on MOOCs.