是消极惰怠还是繁忙无助?——远程培训的教师阻抗研究  

Passive Laziness or Helpless?Research on Teacher's Resistance in Distance Training

作　　者：穆肃[1] 周腾 温慧群 

机构地区：[1]华南师范大学现代远程教育研究所,广东广州510631

出　　处：《开放教育研究》2017年第5期74-83,共10页Open Education Research

基　　金：2015年贵州省教育改革发展研究课题(省教育科学规划重大课题)"利用开放在线课程促进大中小学教育教学及评价改革研究"(2015ZD010)

摘　　要：教师远程培训在提供精心设计的培训内容、跨时空的公平学习机会及优质资源的同时,也出现教师消极抵触、应付了事、反感逃避等现象,这些现象可以用教师对远程培训的阻抗来概括。为明确阻抗产生的原因,本研究从教师个体、职业状况和远程培训三个维度,提出引发阻抗的潜在因素、构成模型及对应假设,并利用针对潜在因素设计的测量工具对562名参加远程培训的教师进行测试。研究发现:教师个体及职业状况会引发或消减教师对远程培训的阻抗,且各阻抗因素之间无显著共线性关系;远程培训方式本身对阻抗无显著影响,不存在引发阻抗的因素;教师惰性心理、意外时间、非教学时间、心理负担、不安全感对阻抗有正向影响,精神利益、行政支持等对阻抗有负向影响。因此,培训者应针对正负向影响的阻抗因素采用相应措施和方法,以消减教师对远程培训可能产生的阻抗。At present, teachers＇ distance training provide sa well-designed project, a fair learning opportunity, and high-quality training resources without time and space limitation. However, it also encounters some problems such as teachers＇ negative resistance, perfunctory attitude, resentment, and avoidance. Such performance can be summa- rized as resistance to distance training of teacher＇ s professional development. To figure out the reasons that cause the resistance, this research proposes the potential factors, a model and a corresponding hypothesis from three dimensions inelnding the individual attributes of teachers, their occupations and distance training based on the existing research results. More than 500 teachers participated the survey with the measurement tools for potential factors during an actu- al distance training project. Then, more than 500 data were collected and analyzed. The default model was verified and conclnsions are as follows. First, individual attributes and teachers＇ occupation will trigger resistance to distance training, and there is no significant linear relationship between those resistant factors. Second, the distance training method has no effect on the resistance. Third, teachers＇ inertia, unexpected time, non-teaching time, psychological burden, and insecurity have significant positive influence. Therefore, it is recommended to reduce the teachers＇ resist- anee based on teachers＇ individual characteristics, training design arrangement, support services to weaken the positive influence. Finally, mental interests and administrative support which have negative influence on resistance should be enhanced strategically.

关 键 词：教师 阻抗 远程培训 产生因素 

分 类 号：G436[文化科学—教育学]