疫情防控背景下高校在线外语教学形态调查研究

Investigating Foreign Languages Online Teaching Paradigm in the Context of Prevention and Control of the Pandemic

本研究基于大规模问卷调查深入探究高校学生和外语教师对在线外语教学形态的认知评价、教学形态表征形式及其认知评价对后疫情时代外语教学形态重构的启示。研究结果表明,师生的认知与评价集中体现在积极、干扰、功能、效能与传统心理等五个维度;在线外语教学形态主要表征为自由性、技术性与互动性等三种形式;后疫情时代高等外语教育教学实践和形态发生着质的变化。

Foreign language online teaching under the global pandemic of COVID-19 has been carried out in universities in China.However,little empirical research has been conducted to investigate this online teaching paradigm from the perspective of teachers and learners.The current study aims to address three questions in terms of the cognitive appraisal on the teaching paradigm,specific features of the characteristics of the teaching paradigm and the implications for the reconstruction of foreign language teaching paradigm in the post-pandemic era.The questionnaires were used to collect data in the colleges of Hebei Province during M ay to June in 2020 by the Committee of Foreign Languages Teaching of Hebei Province.The subjects include 15,747 college students and 692 foreign language teachers.The findings are listed as follows:(1) The subjects appraised online teaching paradigm from five aspects,namely,positiveness,disturbance,function,effectiveness and traditionalness.Positive aspect focuses on sharing of learning materials,the access to teachers from different disciplines,the convenience of replaying the lecture videorecording,the improvement of efficiency in terms of instruction and knowledge transmission,the cultivation of sharing awareness and the promotion of technologyenabled teaching;Disturbance aspect includes inadequate online interaction between teachers and students,external interruption,negative impact of long-hour online teaching and learning on the health of teachers and students,and more expenditure on hardware and software to maintain the normal teaching and learning process;Function aspect centers on the nurturing of divergent thinking,developing autonomous learning ability and the similarities between online and classroom teaching;Being effective suggests that both teachers and students give high appraisal toward the online teaching paradigm;Being traditional indicates that both teachers and students prefer to come back to campus and take lessons in the face-to-face communication.(2)Three specific features are represented by the online teaching paradigm,including the free control of learning activity,techno logy-related teaching skills and interaction between teachers and students.Being free means that the learners have more temporal and spatial freedom to acquire knowledge.Students who are more self-controlled can make full use of time,while with less supervision learners who are under-motivated will probably end up with low productiveness.Being technical indicates that online teaching platforms are considered as powerful in terms of replaying the lecture videos and sharing the related information.However,this powerful tool can cause problems for teachers and learners who are unfamiliar with the system and weak Internet signal could cause troubles for the online teaching activity.Although online teaching can deliver the immediate information and communication between teachers and students,the lack of non-verbal communication such as eye contacts and body gestures during online teaching cannot be neglected.(3) The practices and paradigm of online foreign languages teaching in higher education in China are now experiencing fundamental changes in post-pandemic era.The newly reconstructed teaching paradigm includes four basic elements,namely,the teachers and the learners,physical space,intelligent platform and virtual space.