高校网络教育教师的执教动机及行为如何产生——一项基于期望价值理论的质性研究  

How do Teaching Motivations and Behaviors of Teachers in Universities' Online Education Happen:A Qualitative Research based on Expectancy-Value Theory

作　　者：祝怀新[1] 马羽安[2] 

机构地区：[1]浙江大学教育学院,浙江杭州310028 [2]浙江大学继续教育学院,浙江杭州310029

出　　处：《远程教育杂志》2017年第1期102-112,共11页Journal of Distance Education

基　　金：教育部"高等学校继续教育示范基地"建设项目"高校继续教育管理体制与运行机制模式创新"(课题编号:12-504102-001);浙江大学2014年继续教育研究重点项目"网络教育质量保障体系的构建与实施"的研究成果之一

摘　　要：网络教育的质量是当前社会各界关注的焦点之一。教师的执教动机和行为紧密相联,两者直接关系到教学效果和教学质量。基于期望价值理论,对浙江大学网络教育的三位任课教师开展了质性研究,发现:在网络教育中,教师执教期望具有较大的差异;其执教价值可分为不同效价的个人价值、高校价值和社会价值;教师不同的执教期望和执教价值决定了各自的执教动机,并产生了"参与型"、"维持型"和"退缩型"三种执教行为类型;除了先前教与学经验外,还有教学风格、思维习惯、研究方法和网络教育质量观等因素,影响教师的动机和行为。总的来说,对于教师的执教动机和行为的研究,可以为网络教育教师管理和激励提供有益的启示。Teachers＇ teaching motivations and behaviors are closely related, which determines the teaching effect and teaching quality directly. Based on Expectancy-Value theory, a qualitative study on three teachers in online education of Zhejiang University indicates that： teachers＇ expectancies for teaching have a greatly difference in online education; their teaching value can be divid-ed into personal value, university＇s value and social value; different expectations and value determine various motivation and have three types of teaching behaviors including the ＂participation＂, ＂maintenance＂ and ＂retreat＂;in addition to the prior teaching and learning experience, some factors such as teaching style, mind habit, research methods and view of quality to online education influence teachers＇ motivations and behaviors.

关 键 词：网络教育 期望 价值 动机 效能 质性研究 

分 类 号：G434[文化科学—教育学]