学生家长对在线教学认知的实证研究——基于8651名小学生家长的调查与分析

An Empirical Study of the Cognition on Online Teaching from Students’ Parents--The Survey and Analysis Based on 8651 Parents of Primary School Students

在线教学作为一种新型的教学方式,不仅是对传统课堂教学的变革,也是对学生及其家长的挑战。为了解中小学延期开学期间"停课不停学"活动中,学生家长对在线教学的认知,对8651名小学生家长进行调查。结果表明,学生家长对在线教学的认知水平整体较高,但居住地、监护人身份与文化程度不同的学生家长的认知水平存在群体差异,同时,学生家长对在线教学的认知在各维度上存在明显个体差异。建议以赢得家长理解与认同为重点,加强对家长辅导方法的指导,促进家长与教师的协同合作,以实现在线教学效果的最大化。

As one of the development directions of teaching methods, online teaching is not only a change to traditional classroom teaching, but also a challenge to students and their parents. In order to understand the activity of "study must not stop" during the extension period of primary and secondary schools,8651 parents of primary school students have been investigated. The survey shows that their parents’ cognition on online teaching is totally at a high level,but there are also group and individual differences considering different residences,guardian’s status,education level,etc. It is suggested that supports and guidance from parents are significant,and also homeschool cooperation should be strengthened to maximize the effectiveness of online teaching.