基于在线教学的高校外语教师数字素养研究  

Tertiary EFL Teachers'Perceptions and Practices of Digital Literacy in On-line Teaching

作　　者：刘晶[1] 李君平[1] 王小利[1] LIU Jing;LI Junping;WANG Xiaoli(School of Foreign Languages,Jining University,Qufu 273155,China)

机构地区：[1]济宁学院外国语学院,山东曲阜273155

出　　处：《济宁学院学报》2023年第6期81-87,95,共8页Journal of Jining University

基　　金：2021年山东省本科教学改革研究项目“新文科背景下大学英语通识教育课程生态体系重构研究”(M2021309);2022年教育部人文社会科学研究规划基金项目“课程思政建设背景下高校外语教师专业身份重构研究”(22YJA740021)。

摘　　要：以我国六名高校外语教师为研究对象,以在线教学为依托,探究他们对数字素养的认知与实践,分析其数字素养与其专业发展之间的关系。研究对象具有较强的数字化教学认知,并开展实施了形式多样的在线教学实践模式;在处理在线教学中存在的问题时,他们能够采取相应的数字化教学策略,但依然面临教师数字素养培训缺位的问题;对数字化教学的效果持不同观点;数字素养有效促进了教师的专业发展;数字化素养会影响教师的专业身份认同感。高校外语教师在开展数字化教学过程中:积极的教学信念是前提条件;实现有效教学是根本目的;促进可持续发展的教师培训是关键因素;数字技术赋能是持久动力。这对促进高校外语教师数字素养能力发展具有一定的启示。The paper tries to inquire six tertiary EFL teachers'perceptions and practices of digital literacy through a qualitative approach.Based on the thematic analysis of data mainly from semi-structured interviews,the findings indicate the participants have positive percept ions about digital teaching and carry out diverse modes of on-line teaching practices;they can apply appropriate digital teaching strategies in dealing with obstacles in their teaching practices;their evaluations about the effect of on-line teaching are discrepant to some degree;they can apply digital technology into their teaching-related research and academic writing;their digital literacy can influence their professional identification.The study sheds light on the development of tertiary EFL teachers'professional development.

关 键 词：在线教学 教师数字素养 教师身份认同 专业发展 

分 类 号：H319.3[语言文字—英语]