规模化在线教学:实践感知与城乡差异--基于3107名中小学教师的问卷调查

Large-scale Online Teaching:Practical Perception and Urban-rural Differences--Based on a Questionnaire Survey of 3107 Primary and Middle School Teachers

围绕在线教学认知、在线教学能力、在线教学方式、在线教学支持,通过对3107份中小学教师的在线教学问卷数据进行了统计分析。中小学教师整体上已经比较适应在线教学,但继续规模化开展在线教学的意愿偏低;教师们更多愿意以网络视频教学为主,以直播教学为辅的方式开展在线教学;学生管理相对困难、师生互动交流不够是教师在线教学最为担心的问题;教师在线教学平台的选用,还更多偏向于通讯功能,而淡化了教学功能。同时,教师的在线教学感知,在多维度上也表现出显著的城乡差异性。在疫情防控常态化背景下,推动城乡在线教学的可持续发展,有必要通过制度性激励以强化教师继续使用在线教学的意愿;聚集教师能力需求,开展精准化培训;引入在线辅导,拓展在线教学方式;坚持教学至上原则,选用在线教学平台,并坚持错位支持,补齐城乡在线教学短板。

Based on online teaching cognition,online teaching ability,online teaching methods,and online teaching support,3107 online teaching questionnaire data of primary and middle school teachers were statistically analyzed.On the whole,primary and middle school teachers have adapted to online teaching,but their willingness to continue large-scale online teaching is low;teachers are more willing to carry out online teaching based on network videos,supplemented by live teaching;relative difficulties in student management and insufficient interaction between teachers and students are the most worrying issues for teachers in online teaching;the selection of teachers"online teaching platform is more inclined to the communication function and desalinates the teaching function.At the same time,teachers"perception of online teaching also shows significant urban-rural differences in multiple dimensions.In the context of epidemic normalization,it is necessary to strengthen teachers'willingness to continue u-sing online teaching through institutional incentives;gather teachers"ability needs and carry out accurate training;introduce online tutoring and expand online teaching methods;adhere to the principle of teaching first,select online teaching platforms,adhere to misplaced support,supplement the shortcomings of urban and rural online teaching,and promote the sustainable development of online teaching in urban and rural areas.