信息技术驱动下大学英语教师自主教学能力多维度研究

The Multi-dimensional Research into Information and Technology-based College English Teachers' Autonomous Teaching Abilities

本文针对信息技术驱动下的大学英语教师自主教学能力现状,利用问卷调查,以东北某省210名大学英语教师为研究对象,从教学过程的三个阶段——开发、实施、反思,将自主教学能力模型解构为教学理念、教学组织、教学策略、教学监控和反思、教学评价和评估五个子域,全面解析信息技术支持下大学英语教师自主教学现状。研究结果显示,信息化环境下受试教师的自主教学能力总体水平不高,尤其是信息技术素养方面有待提高。

This article focuses on the status quo of information-based college English teachers' autonomous teaching abilities,employing questionnaires as the research method with 210 college English teachers from a certain province in the northeast to be looked into. On the basis of three stages of teaching, that is, exploration, implementation and reflection, the model of autonomous teaching abilities is divided into five parts, including teaching concepts, teaching organization, teaching strategies, teaching monitoring and reflection, teaching evaluation and assessment, in order to present a complete picture of information-based college English teachers' autonomous teaching abilities. The results show that the teachers investigated do not show satisfactory signs for their autonomous teaching abilities, and their quality of information technology needs improving particularly.