试论远程开放教育教学的情感支持  

On the Emotional Support of Distance Open Education Teaching

作　　者：赵素芳 弓亚斌 Zhao Sufang;Gong Yabin(Taiyuan Open University,Taiyuan,Shanxi,030024)

机构地区：[1]太原开放大学,山西太原030024

出　　处：《山西广播电视大学学报》2021年第3期18-22,共5页Journal of Shanxi Radio & TV University

摘　　要：远程开放教育的突出特点是师生间的交互活动依赖于技术媒介。这与传统教育师生零距离情感交流相比,无疑是一种缺失。因此从强化非理性因素层面,突出情感在远程教学中的重要作用:一是可以激发学生产生学习热情,强化其学习动机;二是可加强师生互动、生生互动,以情促学,完善学习过程,使教学达到最优化。而情感成熟是教师开展远程教学的前提和基础。远程开放教学中教师的情感支持可分为三个层次:第一层次是教师对学生理解、接纳、包容的认同感,反过来认同感的双向情感性会促进师生的互动;第二层次主要指,在远程教学中的五个不同阶段,充分体现情感和知识、教学手段等不断融合的过程;第三层次是教师自发产生的内驱力期待自我实现的价值感。The outstanding feature of distance open education is that the interaction between teachers and students depends on technical media.This is undoubtedly a lack compared with the zero distance emotional communication between teachers and students in traditional education.Therefore,from the aspect of strengthening irrational factors,highlighting emotion plays two important roles in distance teaching.First,it can stimulate students’learning enthusiasm and strengthen their learning motivation.Second,it can strengthen the teacher-student and student-student interaction,promote learning with emotion,improve the learning process and optimize teaching.Emotional maturity is the premise and foundation for teachers to carry out distance teaching.Teachers’emotional support in distance open teaching can be divided into three levels.The first level is teachers’recognition of students’understanding,acceptance and tolerance.In turn,the two-way emotion of recognition will promote the interaction between teachers and students.The second level mainly refers to the process of continuous integration of emotion,knowledge and teaching means in the five different stages of distance teaching.The third level is teachers’spontaneous internal drive and their sense of self-fulfilling value.

关 键 词：远程开放教育 教学 情感 支持 

分 类 号：G432[文化科学—教育学]