混合教学胜任力:认知变化、时代要求与形塑策略  

Blended Learning Competence:Cognitive Change,Time Requirement and Shaping Strategy

作　　者：解佳龙[1] 卢特英 XIE Jialong;LU Teying(School of Management,South-Central Minzu University,Wuhan 430074,China)

机构地区：[1]中南民族大学管理学院,湖北武汉430074

出　　处：《当代教育理论与实践》2022年第3期118-124,共7页Theory and Practice of Contemporary Education

基　　金：中南民族大学教学研究项目(JYX20032);中南民族大学教师教学发展中心课程改革专题研究项目(19KGZX05)。

摘　　要：混合教学胜任力是教师顺利开展混合教学的必要因素,是教师专业发展和师资队伍建设的基础,应在教育改革与发展中持续关注与反思。文章系统梳理了技术应用、技术整合、“互联网+”三个阶段下混合教学概念的演变特征,并根据不同学者对混合教学胜任力的细分方式总结其认知变化趋势,主要体现在网络技术应用、个性化教学和主体有效交互三个方面。最后,面对后疫情时代给我国混合教学胜任力提出的新要求,围绕机构外部支持和教师自我提升两大主线,提出了混合教学胜任力的形塑策略。Blended learning competence is a necessary factor for teachers to carry out blended learning smoothly,and is the basis for teachers professional development and teacher team construction.It should be paid attention to and reflected on in education reform and development.This paper systematically sorts out the evolution characteristics of the concept of blended learning under the three stages of technology application,technology integration and“Internet+”,and summarizes the cognitive change trends of blended learning according to the subdivision of competence of different scholars,which are mainly reflected in the application of network technology,personalized teaching and effective interaction of subjects.Finally,in the face of the new requirements for the blended learning competence in China in the post-epidemic era,the competency shaping strategies of blended learning are put forward centering on the two main lines of external support from institutions and teachers self-improvement.

关 键 词：混合教学 胜任力 认知变化 时代要求 形塑策略 

分 类 号：G645[文化科学—高等教育学]