摘要
微信公众平台以其内容丰富、形式多样、互动性强等诸多优势,成为高校教师获取专业信息的新渠道。通过问卷对韶关学院教职工使用微信公众平台的行为习惯和偏好进行调查,研究发现,绝大多数高校教师关注公众号数量在30个以内,且会关注专业发展类公众号;关注公众号目的明确,内容契合度是其持续关注的主要因素;微信公众号信息阅读需求旺盛,但分享欲较低;浏览公众号的高峰时段是在工作休息间隙和睡觉前,偏爱图文信息;专业成长意愿强烈,对本体性知识需求最高,青年教师对于缓解压力类信息的需求明显高于其他年龄段教师;高校教师发展中心有待提升其公众号的建设和运营,加大宣传力度,注重信息的二次传播。
Wechat public platform has become a new channel for university teachers to obtain professional information because of its rich content,diverse forms and strong interaction.This paper investigates the behavior habits and preferences of Shaoguan University staff using Wechat public platform by questionnaires.The study found that the number of public accounts the majority of these teachers followed is within 30 and professional development of public accounts are subscribed;the purpose of subscription to public accounts is clear and the content integration is the main factor for its continuous attention;Wechat public account information reading demand is strong,but the sharing desire is low;the peak time of browsing public accounts is during work breaks and before going to bed,preferring graphic information;the teachers have strong desire for professional growth and have the highest demand for ontological knowledge;young teachers’demand for stress relief information is significantly higher than that of other age groups.;the University Teacher Development Center needs to enhance the construction and operation of its public account,increase publicity efforts and pay attention to the secondary dissemination of information.
作者
张丽娜
冯立明
黄宣平
韩竺秦
ZHANG Li-na;FENG Li-ming;HUANG Xuan-ping;HAN Zhu-qin(School of Teacher Education,Shaoguan University;Teacher Teaching Development Center,Shaoguan University;School of Intelligent Engineering,Shaoguan University,Shaoguan 512005,Guangdong,China)
出处
《韶关学院学报》
2020年第8期52-57,共6页
Journal of Shaoguan University
基金
教育部2019年第一批产学合作协同育人项目“校企合作模式下青年教师工程实践能力提升的师资培训”(201901229032)
韶关学院校级科研项目“微信公众平台在高校教师专业发展中的应用研究”(SY2018SK04)。
关键词
高校教师
专业发展
微信公众平台
现状
university teachers
professional development
Wechat public platform
present situation
