职业院校教师在线教学能力提升的现实问题与路径选择——基于全视角学习理论  

Practical Problems and Path Choice of Online Teaching Ability Improvement of Vocational College Teachers——Based on Full Perspective Learning Theory

作　　者：樊玉成 徐丽华[2] FAN Yucheng;XU Lihua

机构地区：[1]宜兴高等职业技术学校 [2]江苏省教育科学研究院

出　　处：《职教通讯》2022年第12期78-82,共5页Communication of Vocational Education

基　　金：2022年第五期江苏省职业教育教学改革研究重点资助课题“基于对话协作的教室学习空间建设研究”(项目:ZZZ9);2022年第五期江苏省职业教育教学改革研究重点自筹课题“全视角学习理论下职业院校教师在线教学能力的结构及其提升研究”(项目编号:ZCZ92);2022年无锡市十四五规划课题信息技术专项“‘乌卡’时代职教教师在线教学能力的建构与提升研究”(项目编号:XXZX/2021/07)。

摘　　要：当前,线上教学已经成为职业院校线下集中授课被迫中断时期,实现“停课不停学”的主要授课方式。但目前在线上教学实际中,教师还存在认知有偏差、信息综合素养偏低、教学设计陈旧等问题。因此,基于全视角学习理论,建构包含资源开发的技术能力、团队组建能力以及平台选取与应用能力等三个维度和十个组成部分的教师在线教学能力框架,并据此提出了相应的三大培训课程与内容模块,以及“技术支持促修、专家引领研修、岗位互助共修”的“三修”提升策略,以促进教师情感学习与能力提升,增强教师的在线教学能力和水平。At present, online teaching has become a teaching method to the compulsory interruption of offline centralized teaching in vocational colleges and universities, and the realization of "non-stop classes". However,in the current online teaching practice, there are still some problems for teachers, such as cognitive bias, low comprehensive information literacy, and outdated teaching design. Therefore, based on the full perspective learning theory, a framework of teachers’ online teaching ability has been constructed, which includes three dimensions and ten components, including the technical ability of resource development, team building ability, and platform selection and application ability. According to this framework, three training courses and content modules have been designed accordingly, and promotion strategy of "technical support and promotion, expert led research and training, and post mutual assistance and training" has been implemented, so as to promote teachers’ emotional learning and ability, and enhance teachers’ online teaching ability and level.

关 键 词：在线教学能力 职业院校教师 全视角学习理论 

分 类 号：G715[文化科学—职业技术教育学]