“数字形式主义”及其批判:数字时代教师育人能力发展的案例研究

“Digital Formalism”and Its Criticism:A Case Study on the Development of Teachers'Education Abilities in the Digital Era

教师育人能力关乎“立德树人”根本任务的落实,数字时代的到来为此类亟须提升的能力提供了赋能机遇。在活动理论的指引下,采用案例研究方法探究数字环境中教师育人能力发展的过程与结果,发现教师仅采用语音叙事、聊天记录分享等方式进行非系统性的经验交流,由于其处于封闭环境,学习过程缺乏有效的数字监督,导致教师的育人认知僵化。究其实质,趋向“行政”而非“专业”的数字化使线上教师育人能力发展活动趋向“数字形式主义”,由此衍生出教师发展需求被忽视、政策的“象征性执行”等问题。为此,数字时代教师育人能力发展应将“育人为本的数字化”作为支撑理念,据此构建遵循育人逻辑的教师发展数字督导体系。

Teachers'education abilities are related to the implementation of the fundamental task of“fostering virtue through education”,and the advent of the digital age provides opportunities to empower such urgently needed abilities.Under the guidance of activity theory,this study adopts a case study method to explore the process and results of a teacher's development of education ability in the digital environment.The research found that teachers only use voice narration and chat record sharing for nonsystematic experience exchange,and the learning process in a closed environment lacks effective digital supervision,leading to the rigidity of teacher's educational cognition.In essence,the digitalization trend towards“administrative”rather than“professional”has led to a trend towards“digital formalism”of online teacher educational abilities development,resulting in issues such as the neglect of teacher development needs and the“symbolic implementation”of policies.Therefore,the development of educational abilities in the digital environment should take“education oriented digitalization”as the supporting concept,and a digital supervision system for teacher development that follows the logic of education should be constructed.