华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2020, Vol. 38 ›› Issue (7): 1-30.doi: 10.16382/j.cnki.1000-5560.2020.07.001

• 特稿 •    下一篇

我国高校大规模线上教学的阶段性特征——基于对学生、教师、教务人员问卷调查的实证研究

邬大光1,2, 李文1   

  1. 1. 厦门大学教育研究院，福建厦门 361005;
    2. 兰州大学高等教育研究院，甘肃兰州 730000
  • 发布日期:2020-07-14
  • 基金资助:
    国家社会科学基金教育学重点课题：中国特色、世界水平的一流本科教育建设标准与建设机制研究（AIA190014）

Stage Characteristics of Large-Scale Online Teaching in Chinese Universities：Empirical Research Based on Group Investigation of Students, Faculty and Academic Staff

Wu Daguang1,2, Li Wen1   

  1. 1. Institute of Education, Xiamen University, Fujian Xiamen, 361005;
    2. Institute of Higher Education, Lanzhou University, Gansu Lanzhou, 730000
  • Published:2020-07-14

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摘要： 为了全面了解2020年新冠疫情期间我国高校的线上教学情况，厦门大学教师发展中心在线教学课题组展开了线上教学情况问卷调查，共有334所高校、13997名教师和256504名学生参加了此次调查。调查结果显示，我国首次大规模线上教学达到甚至超出了预期目的，是一次成功的在线教学实践，对后疫情时代高校信息化建设、实现线上与线下混合式教学具有重要的参考价值。但因疫情“倒逼”，本次大规模线上教学在师生线上教学准备、教学平台支撑、教学平台的技术服务、学校提供的线上服务、线上教学模式和特点、线上教学效果、影响线上教学效果最主要因素、线上教学存在问题、师生在线上教学中面临的挑战、师生对线上教学的改进意见等诸多方面都留下了很多特定时期的阶段性特征。从长远来看，这些阶段性特征为后续持续深化教学改革留下了一系列思考的空间。面对这些具有“应急”色彩的阶段性特征，本文从后疫情时代教育信息化建设的角度，提出了需要正确处理的五个关系：计划与市场配置线上教学资源的关系、硬件建设与教学理念的关系、公平与效率的关系、不同主体认识与实践的关系、国内实践与囯际经验的关系。

关键词: 线上教学, 阶段性特征, 高等学校

Abstract: In order to fully understand the online teaching of colleges and universities in China during the coronavirus pneumonia epidemic in 2020, the online teaching research group of the Teacher Development Center of Xiamen University launched a questionnaire survey on online teaching. A total of 334 universities, 13,997 teachers and 256,504 students participated in the survey. The survey results show that the first large-scale online teaching in China has achieved or its intended purpose. It is a successful online teaching practice, which has important reference for the construction of colleges and universities in the post-epidemic era and the realization of blended teaching. However, due to the epidemic situation, the current large-scale online teaching, has shown many stage-specific characteristics in teachers’ and students’ preparation, teaching platform support, online services provided by the university, online teaching modes and features, online teaching effectiveness, the main factors affecting online teaching, the problems of online teaching, the challenges faced by teachers and students, and the suggestions for teachers and students to improve their online teaching and learning. In the long run, these staged characteristics leave room for promoting the subsequent teaching reform. Drawing on these phased features, this article proposes five relationships that need to be dealt with correctly from the perspective of education informatization in the post-epidemic era: the relationship between planning and market allocation of online teaching resources, hardware construction and teaching beliefs, fairness and efficiency, the understanding and practice of different subjects, and domestic practice and international experience.

Key words: online teaching, stage characteristics, university