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): 54-64.doi: 10.16382/j.cnki.1000-5560.2020.07.004

• 高校在线教育（特约主持人：邬大光） • 上一篇    下一篇

后疫情时代高校教师在线教学态度的调查研究

郑宏1, 谢作栩1, 王婧2   

  1. 1. 厦门大学教师发展中心，厦门 361005;
    2. 厦门大学教育研究院，厦门 361005
  • 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）

Investigation and Research on College Teachers’ Attitudes Towards Online Teaching in Post-pandemic Era

Zheng Hong1, Xie Zuoxu1, Wang Jing2   

  1. 1. Center for Teaching and Learning Development, Xiamen University, Xiamen 361005, China;
    2. Institute of Education, Xiamen University, Xiamen 361005, China
  • Published:2020-07-14

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摘要： 本研究采用了厦门大学教师发展中心在疫情期间对高校教师在线教学的调查和统计数据，分析了不同背景和不同在线教学经历的13997名高校教师对疫情期间在线教学的态度，结果发现：超过3/4的高校教师乐于接受采用“线上+线下”混合式教学，而且这种教学经历还是影响教师在线教学态度的重要因素；不同类型、不同性质、不同地区以及不同教龄、不同学科的教师对在线教学改进意愿的差异显著；不同背景的教师均把学生的改进意见列为继续线上教学最需要加强的因素。通过调查我们还发现：疫情期间参与在线教学的经历对教师接受疫情后的在线教学非常有利；对教学改进意见的差异反映了高校师资、办学条件、教学水平和学科本身的差异；传统教学的惯性是开展在线教学的阻碍因素；教师应该更加明确作为学生学习引导者的责任。基于此，我们从高校制度、技术支持及教师个人等方面提出了后疫情时代促使更多教师认可并开展线上教学的建议。

关键词: 高校教师, 后疫情时代, 在线教学经历, 在线教学态度

Abstract: This study based on online teaching survey conducted by the Teacher Development Center of Xiamen University during the epidemic period, investigated the attitudes to post-pandemic online teaching of 13997 college teachers during the pandemic, and used statistical methods to analyze the differences in online teaching attitudes among teachers with different backgrounds and online teaching experiences. The study found that more than three fourths of college teachers are willing to adopt the “online + offline” hybrid teaching after the pandemic and online teaching experience is an important factor that affects teachers’ attitudes to post-pandemic online teaching; teachers from different types, levels, regions of universities and with different teaching ages and disciplines have significant differences in their willingness to improve online teaching. Teachers from different backgrounds unanimously ranked student improvement opinions as the most important factor to continue online teaching. The research discussion points out that the experience of online teaching during the pandemic is very beneficial to teachers’ online teaching after the pandemic; the differences in teaching improvement opinions reflect the differences in college teachers, universities conditions,teaching levels and disciplines, and the inertia of traditional teaching is an obstacle to online teaching; teachers should be clearer about their responsibilities as students’ learning guides. Finally, it puts forward suggestions to encourage more teachers to recognize and carry out post-pandemic online teaching after the pandemic from three aspects: college system, technical support and individual teachers.

Key words: college teachers, post-pandemic era, online teaching experience, attitude towards online teaching