高校教师线上教学态度的形成:基于教师情感语言表达的研究

The Formation of College Teachers’ Attitude Towards Online Teaching:A ResearchBased on Teachers’ Emotional Language Expression

线上教学已逐步成为高校教学新常态,但高校教师对线上教学的意义与价值仍然存在疑虑。基于文化—历史活动理论,选取湖北省武汉市某大学12位教师作为研究对象,对他们开展半结构化访谈,运用扎根理论方法分析他们用来描述其线上教学体验的情感语言模式,并探索影响他们线上教学态度的特征因素。研究发现,教师的自我表达能力与社会角色扮演能力是其线上教学态度形成的影响因素。在提高教师在线上教学中自我表达能力和角色扮演能力的同时,提升线上教学对教师的工具性价值和主观性价值,将会促进线上教学目标的实现以及教师学习和专业的发展。

Online teaching has gradually become the new normal of college teaching,but college teachers still have doubts about the significance and value of online teaching.In accord withCultural-Historical Activity Theory,12 teachers from a university in Wuhan,Hubei Province are selected as the subjects of the study.They are interviewed in a semi-structured way,and thepatterns of the emotional language they used to describe their online teaching experience are analyzed based ongrounded theory,and features that shape their attitudes towards online teaching are identified.It is found that faculty members' attitudestowards online education were shaped by their ability to express subject matter of personalsignificance and their ability to perform personally valued social roles inonline teaching.The findings generated by this study provide an alternative,complementary focus that considers how online teaching affects the subjective meaning of teaching for faculty members.This study believes that both the instrumental and subjective aspects of online teaching must be considered if online education is to contribute to teaching goals as well as to faculty members' learning and professional growth.