OMO教学有多远:从教师自我效能感看在线教学的重难点突破

How far is OMO Teaching:the Breakthrough of Online Teaching from the Perspective of Teachers'Self-efficacy|

在“停课不停学”的背景下,我国开展了大规模的在线教学活动,成为教学模式改革的重要契机。后疫情时期,线上线下融合式教学(简称OMO)成为人们变革教学模式的新路径,然而在线教学在实际教学中呈现的徘徊缓滞局面却阻碍了OMO教学模式的推进。作为教育教学的重要推动者和执行者,教师自我效能感的高低将影响其能否从容地面对教育教学的变革与挑战。本研究以教师在线教学自我效能感作为切入点开展研究,对767名中小学教师的在线教学状况进行调查并构建了自我效能感与在线教学满意度以及后续开展在线教学意愿的结构方程模型。依据研究结果,本研究提出了破解在线教学重难点问题的四点建议,以期促进OMO教学模式的达成。

Under the background of"Suspended classes,ongoing learning",large-scale online teaching activities have been carried out in China,which is an important opportunity for the reform of teaching mode. In the post epidemic period,Online-Merge-Offline( OMO) teaching has become a new path for people to change the teaching mode. However,online teaching in the actual teaching presents a sluggish situation,which hinders the promotion of OMO teaching mode. As an important promoter and executor of education and teaching,the level of teachers’ self-efficacy will affect whether they can calmly face the reform and challenge of education and teaching. This study takes teachers’ self-efficacy in online teaching as the starting point to investigate 767 teachers’ online teaching status,and constructs a structural equation model of teachers’ self-efficacy,teaching satisfaction and intention to carry out online teaching. According to the research results,four suggestions are proposed in order to solve the key and difficult points of online teaching and promote the realization of OMO teaching mode.