摘要
随着数字时代的到来,新教师提升教学能力的途径发生了重要变化。本研究在活动理论的指引下,采用案例研究方法探究数字时代教师教学发展的过程与结果。研究发现,在教学发展过程中,新教师忽视了互联网情境中的丰富要素,仅是沿着指导教师搭建的脚手架开展学习,未能充分发挥其主体性,这促使“双刃剑效应”的产生,导致“实然”与“应然”的背离。若要提升教学发展的效果,教师在面对线上情境时,应将状态从“被动适应”逐渐调整为“主动拥抱”,尝试在活动中渗透数字化思维。
With the advent of the digital age,the ways for new teachers to enhance their teaching abilities have undergone significant changes.Under the guidance of activity theory,this study adopts a case study method to explore the process and results of teacher teaching development in the digital age.Research has found that in the process of teaching development,new teachers overlook the rich elements in the Internet context,only carried out learning along the scaffolding built by their instructors,and failed to fully exert their subjectivity,which led to the“double-edged sword effect”and the deviation between“what is”and“what should be”.To improve the effectiveness of teaching development,teachers should gradually adjust their state from“passively adapting”to“actively embracing”in online situations,and try to penetrate digital thinking into activities.
作者
李阳杰
宋萑
Li Yangjie;Song Huan
出处
《教育学术月刊》
CSSCI
北大核心
2023年第12期67-74,82,共9页
Education Research Monthly
基金
国家社会科学基金教育学一般课题“县域义务教育优质均衡发展背景下的教师深层跨校交流研究”(编号:BHA200143)
浙江省教育科学规划课题“推进师资均衡发展:‘互联网+’时代线上教学指导的政策支持研究”(编号:2022SCG013)。
关键词
数字时代
教学发展
教师
案例研究
活动理论
digital age
teaching development
teachers
case study
activity theory
