后疫情时代高校在线教学如何再深入:结构功能论视角  

On Deepen Online Teaching in Post-Epidemic Era:From the Perspective of Structure and Function

作　　者：严毛新 徐蕾[2] YAN Maoxin;XU Lei(School of Business Administration,Zhejiang Gongshang University,Hangzhou 310018)

机构地区：[1]浙江工商大学法学院 [2]浙江工商大学工商管理学院,杭州310018

出　　处：《教育发展研究》2023年第5期37-44,共8页Research in Educational Development

基　　金：浙江省高校重大人文社科攻关计划项目“数字经济时代创新创业教育的社会嵌入机制研究”(2021GH025);国家自然科学基金“跨层异构网络场域下的设计驱动型创新:内涵解构、模式解析与逻辑解释”(72072164);浙江省课程思政教学研究项目“‘同向同行’目标下劳动精神贯穿融入创新创业教育的逻辑理路与实现路向”的部分成果。

摘　　要：近两年疫情防控中高校在线教学出现了短暂大面积普及。后疫情时代恢复大部分的现场教学是必要的,在线教学在短暂普及之后的继续深化创新显然也有必要,但这项工作的继续推进却面临瓶颈。浅层次原因是在线教学如果继续深化可能会造成高校教师群体以及教务管理部门、人事部门、学生管理部门的诸多压力,而应对性的动力驱动机制目前却尚未形成。深层次的原因是受高等教育工业化时代惯习影响,直接影响高校利益的人财物供给外部政策仍有不足。要突破上述困难,教学过程考核的技术迭代是助力器;高校与企业的新型互动是动力源;学习组织能力体系建设是着力点。In the past two years,online teaching in colleges and universities has been popularized.It is necessary to restore much of the on-site teaching in the post-pandemic era,and it is clearly necessary to continue to deepen the innovation of online teaching after a brief period of popularity,but this work continues to face bottlenecks.The shallow reason is that if online teaching continues to deepen,it may cause a lot of pressure on college teachers,educational administration departments,personnel departments and student administration departments,while the dynamic driving mechanism of coping has not yet been formed.The deep reason is that influenced by the habit of the industrialization era of higher education,the external public policies that directly affect the interests of colleges and universities are still insufficient.In the future to break through the above difficulties,the technology iteration of teaching process assessment is the booster of teaching innovation in colleges and universities.The new interaction between universities and enterprises is the power source of teaching innovation in universities.The construction of learning organization ability system is the focus of teaching innovation in universities in the future.

关 键 词：高校 教学创新 在线教学 

分 类 号：G434[文化科学—教育学] G642[文化科学—教育技术学]