“双减”政策下如何促进优质教师资源在线流动--教师持续参与课外在线辅导教学服务意向的影响因素分析  

How to Promote the Online Flow of High-Quality Teacher Resources Under the“Double Reduction”Policy--Analysis of Influencing Factors of Teachers’Intention to Participate in Extracurricular Online Tutoring Service

作　　者：陈玲[1] 张婧[2] 刘静 CHEN Ling;ZHANG Jing;LIU Jing

机构地区：[1]北京师范大学教育学部,北京师范大学未来教育高精尖创新中心,北京100875 [2]北京师范大学教育学部,北京100875 [3]太原学院教育系,山西太原230716

出　　处：《现代远程教育研究》2022年第2期11-20,共10页Modern Distance Education Research

基　　金：2018年度国家社会科学基金重大项目“信息化促进新时代基础教育公平的研究”(18ZDA334)。

摘　　要：优质教师资源的在线流动是落实“双减”政策,在“减负”的同时实现“提质”的重要途径。教师积极主动参与课外在线答疑和辅导等教学服务,有助于打破已有教育供给和教师配备的时空界限,解决传统优质师资配置不均,丰富个性化教育供给。然而以往针对教师参与网络教学与辅导意向的相关研究,主要针对高校教师,较少从动机视角研究影响中学教师参与意愿的因素。课题组以A市“开放辅导”项目为依托,从动机视角出发,深度挖掘了影响教师持续参与项目意愿的因素及其结构关系。基于1159份样本数据的结构方程模型分析发现:教师的名誉期望、感知愉悦性、感知有用性、技术感知易用性积极影响教师持续参与课外在线辅导教学服务的意向;在线教学效能感不直接影响教师持续参与意向,但影响教师的名誉期望以及教师对项目的价值判断;社群影响积极影响教师的名誉期望;技术感知易用性积极影响教师对项目的价值感知。“双减”背景下促进教师持续参与课外在线辅导教学服务,实现优质教师资源在线流动,需重视教师需求和应用反馈,完善配套服务保障机制和平台功能;构建教师发展实践共同体,积极开展经验交流、宣讲会等活动,提升教师在线教学技能。Online flow of high-quality teacher resources is an important way to implement the“double reduction”policy and achieve“quality improvement”while“reducing the burden”.Teachers’active participation in extracurricular online Q&A and tutoring can help break the temporal and spatial boundaries of existing education supply and teacher allocation,solve the imbalance in the allocation of traditional high-quality teachers,and enrich personalized education supply.However,previous studies on teachers’intention to participate in online teaching and tutoring mainly focus on college teachers,paying less attention to factors affecting middle school teachers’participation intention from the perspective of motivation.Based on the“Open Tutoring”project in City A,the research group deeply explored the factors and structural relationships that affect teachers’willingness to continue participating in the project from the perspective of motivation.Based on the structural equation model analysis of 1159 sample data,it is found that teachers’reputation expectation,perceived pleasure,perceived usefulness,and perceived ease of use of technology positively affect teachers’intention to continue participating in extracurricular online tutoring services;online teaching efficacy does not directly affect teachers’intention to continue participating,but affects teachers’reputation expectation and teachers’value judgments on the project;community influence positively influences teachers’reputation expectation;technology perceived ease of use positively affects teachers’perception of project value.In order to promote teachers’continuous participation in extracurricular online tutoring services and realize the online flow of high-quality teacher resources under the background of“double reduction”,it is necessary to attach importance to teachers’demands and application feedback,improve supporting service guarantee mechanism and platform functions,build a community of teachers’development and practice,a

关 键 词：“双减”政策 师资配置 参与意向 在线教学服务 结构方程模型 

分 类 号：G434[文化科学—教育学]