高校教师参与慕课教学动机研究:类型、特质与效应  

A Study on the Teaching Motivations of Instructors at HEIs with Application of MOOC:Types,Traits and Effects

作　　者：张伟 王玫 ZHANG Wei;WANG Mei(School of Education,RenminUniversity of China,Beijing 100872;Foreign Language Teaching and Research Press,Beijing 100089)

机构地区：[1]中国人民大学教育学院,北京100872 [2]外语教学与研究出版社,北京100089

出　　处：《大学与学科》2022年第1期86-100,共15页Universities and disciplines

基　　金：中国人民大学科学研究基金(中央高校基本科研业务费专项资金资助)2020年度项目面上项目(批准号:20XNA009)成果之一

摘　　要：本文以自我决定理论为解释话语.描述高校教师慕课教学全过程现象,还原慕课教学动机、本质与规律。高校教师初次慕课教学行为的发起存在自主性与控制性两种动机类型;参与慕课教学的教师具有显著的自主性取向共性构面:学术职业情境与高度自主性规定.以技术教学整合能力感知信念、慕课价值认同信念为中心的教师感知信念系统.提供了这一自主性的可能解释;在非友好情境下.慕课教学的消极体验、热情被消磨、疲惫等负面情感形成自主性挫折及溢出效应;慕课教学没有与正式教学相应的制度供给.也陷入教学与研究目标“自我和谐”困境;然而.教学能力成长、与学习者密切交往互动等积极体验带来感动、成就等能力与关系需求的满足感.使自主性需求获得了自我补偿与恢复。Using the Self-Determination Theory, this paper tries to describe the whole teaching process of instructors at HEIs with application of MOOC, and summarize the motivations, nature and pattern of the MOOC teaching. Autonomous motivation and controlled motivation are the two types in the MOOC teaching. Instructors engaging in the MOOC teaching have a significant common dimension of autonomy orientation. Academic career situations and high degree of autonomy of instructors at HEIs, in addition to their perception beliefs system centered on beliefs of technology teaching integration ability and MOOC value identity, all together provide possible explanations for their teaching autonomy. In the non-friendly contexts, the negative experiences of the MOOC teaching and the adverse emotions including the faded enthusiasm and the feeling of fatigue from the MOOC teaching induce autonomy frustration and the consequent spillover effects. The MOOC teaching has got no corresponding institution supplies as compared to the offline formal teaching, and also trapped in the dilemma of “self-harmony” between teaching and research objectives. However, the positive experiences such as growth in the teaching abilities and close interactions with MOOC learners bring satisfaction to the needs of competence and relatedness, which enact the effect of self-compensation to the autonomy frustration or the recovery of the satisfaction of autonomy need.

关 键 词：慕课 教学动机 自我决定理论 基本心理需求 自主性溢出与补偿效应 

分 类 号：G642[文化科学—高等教育学] G434[文化科学—教育学]