大学“在线深度教学”:内涵、现状及其影响因素

University“Online Deep Teaching”: Connotation, Current Situation and Influence Mechanism

对"在线教学"的技术审视,需要超越"媒体观",走向"学习观"。基于"深度学习"的视角,"在线深度教学"的内涵特质得以构建,对其影响因素的探究可从"观念"和"环境"两个维度展开。通过对L高校2020年新冠肺炎疫情期间的"在线教学"进行问卷调查,得到如下结论:大学教师的"在线深度教学"总体情况较好;个体"观念"因素对"在线深度教学"产生显著的影响,特别是,"学生观念"是"更具底层影响的因素";"环境"因素也会对"在线深度教学"产生显著影响,但影响的情况各有所异;教师日常的教学发展活动并不对"在线深度教学"产生本应具有的"实然"影响,这折射出教学"学术化"构建的深层意义。据此建议,要关注教师的"教学变革意愿",要鼓励教师追问自身的"学科教育观",要重视在线教学环境的"优质化"打造。

We needs to go beyond"technology view"and move towards"learning view", for getting the quality cognition of"online teaching". Based on the perspective of"deep learning", the connotation and characteristics of"online deep teaching"can be constructed. Moreover, the research on its influence mechanism can be carried out from two dimensions of"concept"and"environment". Through the questionnaire survey of"online teaching"in L University in 2020, we can get the following conclusions. The overall situation of"online deep teaching"of university teachers is good;the individual"concept"factors have a significant impact on"online deep teaching",especially the"student concept"is a"more bottom influencing factor";"environment"factors will also have a significant impact on"online deep teaching", but the impact is different;teachers’ daily teaching professional development activities do not have the"actual"impact that"online deep teaching"should have. Therefore, we should pay attention to teachers’ "willingness of teaching reform", encourage teachers to ask about their own"view of subject education", and pay attention to the"quality"building of online teaching environment.