智慧教育背景下师范生对教师角色认知的质性研究

A Qualitative Research on Normal College Students Cognition of Teachers Role in the Background of Smart Education

以扎根理论为方法论指导,对随机选取的25名师范生进行访谈,并利用Nvivo11对访谈结果进行整理和编码,构建出师范生对教师角色认知的理论模型,即从自身角度出发,教师是终身学习的践行者和教学实践的反思者;从学生角度出发,教师是个性化学习的指导者、情感思维的促进者和知识的传递者;从教育媒体角度出发,教师是教学技术的应用者和数据信息的分析者。研究结果表明,在智慧教育背景下,师范生对教师角色已形成了比较丰富且恰当的认知。对于师范生培养机构来讲,要注重对师范生进行角色教育与指导,提高师范生应对智慧教育要求的素质与能力;师范生自身则要不断学习和提升智慧教育的理论及能力,以更好地适应智慧教育环境。

Guided by grounded theory,a cognitive model was constructed for normal college students understanding of teachers role,through interviewing 25 randomly selected students and sorting out and coding the interview data using Nvivo11.The roles of teachers are identified from the 3 perspectives of the teachers themselves,the students and the educational mediators.From the first perspective,teachers are the practitioner of lifelong learning and the reviewer of teaching practice;from the second perspective,teachers are the instructors of personalized learning,the promoters of emotion and thinking and the imparter of knowledge;from the third perspective,teachers are the users of teaching technology and the data analysts.It is found that under the background of smart education,normal college students have formed a relatively rich and appropriate understanding of teachers roles.For pre\|service teacher training institutions,it is necessary to pay attention to the role education and guidance,and improve their quality and ability to meet the requirements of smart education.Normal college students themselves must continue to learn and improve the theory and practical skills of smart education in order to better adapt to the smart education environment.