是什么阻碍了小学教师对在线教学的持续使用?——基于34位小学教师访谈文本的质性分析

What Hinders Primary School Teachers’ Continuous Usage of Online Teaching?——Qualitative Analysis Based on Interview Text with 34 Primary School Teachers

2020年春季,受新冠疫情影响,在线教学成为全国中小学开展日常教学活动的主要方式。在全面复学复课后,很多中小学教师回归到疫情发生前的传统教学状态。是哪些因素阻碍了中小学教师对在线教学的持续使用?围绕这一问题,本研究以小学教师为例,对34位小学教师的深度访谈文本进行质性分析,得出教师自身因素、家长因素、同行因素、学生因素、效果与局限、条件与平台、政策与制度这七方面因素是影响小学教师对在线教学持续使用的主要因素。研究借鉴生态系统理论,从微系统、中系统、外系统、宏系统四个层面构建了阻碍小学教师对在线教学持续使用的影响因素框架,并提出了促进小学教师持续使用在线教学的相关建议。

In the spring of 2020,due to the COVID-19 pandemic,online teaching became the main way to carry out daily teaching activities in primary and middle schools across the country.After the full resumption of schools and classes,many primary and middle school teachers completely abandoned online teaching and returned to the traditional teaching state before the epidemic.What factors hinder the teachers’ continuous usage of online teaching? In response to this question,this study takes primary school teachers as an example,conducts a qualitative analysis of the in-depth interview text of 34 primary school teachers,and draws the conclusions that seven factors,including teacher’s own factors,parent factors,peer factors,student factors,effects and limitations,conditions and platforms,policies and systems,are the main factors that affect primary school teachers’ continuous usage of online teaching.Based on the Ecological Systems Theory,this paper constructs the framework of influencing factors that hinder the continuous usage of online teaching by primary school teachers from the four levels of microsystem,mesosystem,mxosystem and macrosystem,and puts forward relevant suggestions to promote teachers’ continuous usage of online teaching.