技术时代教师工作负担的实证研究——基于规模化在线教学的分析视角

An Empirical Study on Teachers’ Workload in the Age of Technology——From the Analytical Perspective of Large-scale Online Teaching

为深入理解技术时代的教师工作负担,本研究以上海市和上饶市的2354名教师为研究对象,设计了规模化在线教学中教师工作负担的问卷,并结合SPSS和Stata等数据分析工具,统计分析了在线教学中教师工作负担的情况。调查结果显示:23%的教师感知规模化在线教学工作负担更重;在线教学期间感知教师工作负担在教师教龄、职称、性别、任教学段等方面存在差异;规模化在线教学教师工作负担主要来源独自备课、在线批改作业、在线教学、学习新知识、新技术使用等。从长远来看,此次规模化在线教学中教师工作负担现象研究有助于我们更好地理解技术与教师工作负担的关系,也为后续如何使在线教学健康可持续发展提供了更多的思考空间。因此,为应对未来人工智能时代、线上线下融合教学的时代,需要提高教师与学生的数字素养与技能,追寻信息技术与教育教学深度融合的新常态。

In order to deeply understand the relationship between technology and teachers’ workload, this research took 2,354 teachers in Shanghai and Shangrao as the research objects, designed a questionnaire of teachers’ workload in large-scale online teaching, and statistically analyzed the situation of teachers’ workload in online teaching with data analysis tools such as SPSS and Stata. The survey results show that:(1) 23% of teachers perceive that the workload of large-scale online teaching is heavier;(2) There are differences in teachers’ teaching seniority, professional title, gender, teaching period on the perceived workload of teachers in online teaching period;(3) The teachers’ workload of large-scale online teaching mainly comes from preparing lessons alone,correcting homework online, online teaching, learning new knowledge and technologies, etc. In the long run, the phenomenon of teachers’ workload in this large-scale online teaching will help us to better understand the relationship between technology and teachers’ workload, and also provide more space for thinking about how to realize the healthy and sustainable development of online teaching in the future. Therefore, it is necessary to improve digital literacy of teachers and students and pursue the new normal of deep integration of information technology and education and instruction, to cope with the future era of artificial intelligence and online and offline integrated teaching.