正确处理技术、教学法和新常态三者关系:后新冠疫情时代高等教育的挑战  

Balancing technology, pedagogy and the new normal:post-pandemic challenges for higher education

作　　者：克莱西·拉潘塔 卢卡·博图里 彼得·古德伊尔 卢尔德·古尔迪亚 玛格丽特·库尔 肖俊洪 Chrysi Rapanta;Luca Botturi;Peter Goodyear;Lourdes Guàrdia;Marguerite Koole(Universidade Nova de Lisboa;Universitat Oberta de Catalunya;Scuolauniversitaria professionale della Svizzera italiana,SUPSI;Fondazione San Benedetto;University of Sydney;Lancaster University;European Association of Distance Teaching Universities;University of Saskatchewan)

机构地区：[1]葡萄牙新里斯本大学 [2]西班牙加泰罗尼亚开放大学 [3]瑞士意大利语应用科学与艺术大学 [4]圣贝内代托基金会 [5]悉尼大学 [6]悉尼大学学习与创新研究中心 [7]英国兰卡斯特大学 [8]英国兰卡斯特大学先进学习技术研究中心 [9]加泰罗尼亚开放大学心理学与教育科学部 [10]加泰罗尼亚开放大学E-Learning研究、创新和培训中心 [11]欧洲远程教学大学协会 [12]加拿大萨斯喀彻温大学 [13]汕头开放大学

出　　处：《中国远程教育》2022年第3期26-41,77,共17页Chinese Journal of Distance Education

基　　金：瑞士意大利语应用科学与艺术大学(SUPSI)的资助而得以以开放获取形式发表;克莱西·拉潘塔通过公立机构科学技术基金会(FCT)根据DL 57/2016/CP1453/CT0066过渡标准获得国家拨款;彼得·古德伊尔获得澳大利亚研究委员会拨款(项目编号:DP150104163)。

摘　　要：新冠肺炎大流行是一个对教育,尤其是高等教育的认识进行重新思考的机会。由于这场大流行病所造成的全面危机,尤其是所谓应急远距离教学的开展,各级各类教育工作者不得不重新思考他们的角色、支持学生完成学习任务的方法,以及如何把学生看作是自我组织学习者、积极公民和自主社会能动者。我们发表在本刊的前一篇文章试图总结和分享一些专家的建议,帮助普通高校教师适应在线教与学。作为该文续篇,本文旨在回答以下问题:普通高校教师已经经历了突发、不得不为之的在线教与学,这种经验如何能有助于弥合今后在线与面授教学的距离?受访的四位专家(同时也是本文合作者)一致强调高等教育的教学法理论化而不是数字化,认为战略决策是后新冠大流行时代教育实践的核心。本文回顾过去一年发表的文章,并分析受访专家对研究问题的看法,结果表明,在应急远距离教学过程中“被迫”使用数字技术教学这种情况有可能渐渐变成数字和非数字工具和方法的和谐融合,以促成更加主动、灵活和有意义学习的发生。The Covid-19 pandemic has presented an opportunity for rethinking assumptions about education in general and higher education in particular. In the light of the general crisis the pandemic caused, especially when it comes to the so-called emergency remote teaching(ERT), educators from all grades and contexts experienced the necessity of rethinking their roles, the ways of supporting the students’ learning tasks and the image of students as self-organising learners, active citizens and autonomous social agents. In our first Postdigital Science and Education paper, we sought to distil and share some expert advice for campus-based university teachers to adapt to online teaching and learning. In this sequel paper, we ask ourselves: Now that campus-based university teachers have experienced the unplanned and forced version of Online Learning and Teaching(OLT), how can this experience help bridge the gap between online and in-person teaching in the following years? The four experts, also co-authors of this paper, interviewed aligning towards an emphasis on pedagogisation rather than digitalisation of higher education, with strategic decision-making being in the heart of post-pandemic practices. Our literature review of papers published in the last year and analysis of the expert answers reveal that the‘forced’experience of teaching with digital technologies as part of ERT can gradually give place to a harmonious integration of physical and digital tools and methods for the sake of more active, flexible and meaningful learning.

关 键 词：应急远距离教学 在线教与学 高等教育 后新冠疫情时代 教学法 数字技术 

分 类 号：G420[文化科学—课程与教学论]