摘要
在线教学已经成为我国教育教学的新常态。基于布迪厄社会实践理论的“惯习—场域”论对教师在线教学面临的机械化、模式化、线性化等实践困境进行分析,发现既有经验、技术成本、关系缺场是在线教学实践困境的主要原因。同时,在线教学困境也是网络场域下的工具理性行为、教育范式对抗和教学文化断裂的表现。为了促进教师在线教学实践能力的提升,唤起教师的“实践感”,需要以制度创新为核心,优化在线教学空间场域;以技术提升为关键,突破传统教学思维窠臼;以人本精神为要义,重构在线教学的价值理性。
Online teaching has becoming the new normal of education and teaching in China.Based on“Habitus-Field”Theory,existing experience,technical cost,and absence of relationships are the main reasons of the practical difficulties faced by online teaching such as mechanization,modularization,and linearization. At the same time,the online teaching dilemma is also a manifestation of instrumental rational behavior,educational paradigm confrontation,and educational cultural rupture in the network field. Therefore,in order to promote the improvement of teachers’ online teaching practice ability and arouse teachers’ “logic of practice”,it is necessary to optimize the online teaching space with system innovation as the core;to break through traditional thinking stereotypes based on the key of technologies improvement;to reconstruct the value rationality of online teaching based on the human-oriented spirit.
作者
王兴宇
Wang Xingyu(Hangzhou Normal University)
出处
《当代教育科学》
北大核心
2022年第5期48-55,共8页
Contemporary Education Sciences
基金
杭州师范大学省优势特色学科培育项目“在线教学质量评价指标体系设计研究”(项目编号:20JYXK019)
2021年度教育部人文社会科学研究青年基金项目“信息化学习场域中大学生深度学习的发生机制与生态系统构建研究”(项目编号:21YJC880044)的研究成果之一。
关键词
在线教学
教师
惯习
场域
实践感
Online teaching
Teacher
Habitus
Field
Logic of practice
