“在场”与“规训”:直播教学场景与行为研究

"Presence"and"Regulation":A Study of Live Teaching Situation and Behaviors

新冠肺炎疫情时期,仰赖新兴的媒介技术,全国师生通过“腾讯会议”“钉钉”等能够重新“在场”地上课,将网络教育从以慕课为代表的“再现”式单向教学转向了“在线”式互动教学,并将以常态化的方式成为重要的教育场景,实现“身体在线”与“知觉临场”教学的融合。媒介技术提供的虚实教学场景的融合消弭了时空边界,塑造了视听交互的高社会临场感线上课堂,同时叠加了原有的直播录播等功能,将课堂互动学习、课后答疑复习、课程笔记整理等教学过程整合于媒介体系中。从媒介情境论的视角来看,网络媒介提供的直播教学场景,通过对传统教学中教师自上而下的“俯视”位置的变革,解构了教师的课堂主控权,带来了教师和学生行为的改变,表现出网络匿名的观看对师生教与学的“规训”,同时也优化了直播教学模式,推动了网络课堂知识的“生成式”发展。

During the period of the New Coronary Pneumonia epidemic,teachers and students can attend the“presence”classes through“Tencent Meetings”or“Ding Ding”.The“reproduction”of online education through represented by MOOCs one-way teaching has shifted to"online"interactive teaching.It becomes an important and normal educational scenario which is an integration measure of"body online"and"perception present".The integration can elimiate the boundary of time and space,shape a high social presence online classroom with audiovisual interaction and superimpose the original live recording and other functions.The teaching process,such as organizing notes,is integrated into the media system.This article attempts to observe and analyze the live teaching situation provided by online media to deconstruct the teacher's classroom control by transforming the top-down"overlook"position,to bring about the change of the behavior of teachers and students,to show that the online anonymous viewing restricts the teaching and learning,to optimize the live classroom teaching mode and promote the"generative"development of online classroom knowledge.