“异质期望”视角下数智时代大学教师教学角色的困顿与纾解  

The Difficulties and Its Relief of University Teachers' Teaching Roles in Age of Digital Intelligence from Perspective of “Heterogeneous Expectations”

作　　者：王俊鹤 李志义[1] WANG Jun-he;LI Zhi-yi(Dalian University of Technology,Dalian 116024,China)

机构地区：[1]大连理工大学,辽宁大连116024

出　　处：《黑龙江高教研究》2024年第3期63-68,共6页Heilongjiang Researches on Higher Education

摘　　要：数智时代的技术发展既带来了学习的新形式和新样态,也带来了部分工作高度可替代的“危机”。在此背景下,教育转型中教师角色的困顿凸显。通过对制度文化下期望、社会大众期望、学生期望、自身角色期望等异质期望下的教师角色困顿阐释,从外因与内因两个层面探究数智时代教师角色困顿的原因,明确数智时代大学教师教学的行动转向。从行动起点、行动内核、行动指向、自身定位等四个方面进行辨析:教师应从“划桨者”走向“掌舵者”,从“技术附庸”走向“情感浸润”,从“同质化教学”走向“个性化关切”,从“疏离的他者”走向“边界的融入”。Technological developments in the digital age have brought about new situations and patterns of learning,as well as a “crisis” in the high degree of substitutability of some jobs.In this context,the dilemma of the teacher's role in the transformation of education comes to the fore.Through the explanation of the teacher's role predicament under the heterogeneous expectations of the system and culture,social expectations,students' expectations,and their own expectations,we explore the causes of the teacher's role predicament in the digital age from the external and internal levels,and clarify the action shift of the university teacher's teaching in the digital age.We analyze the starting point of action,the core of action,the direction of action,and our own orientation:teachers should move from “paddler” to “helmsman”,and from “technological appendage”to “emotional fertilization”.“emotion”,from “homogenized teaching” to “personalized concern”,from “alienated other” to “boundary integration”,from “homogenized teaching” to “personalized concern”,from “alienated other” to “boundary integration”,from “alienated other”to “boundary integration”.From “homogenized teaching”to “personalized concern”,from “alienated other” to “integration at the border”.

关 键 词：数智时代 教师教学角色 异质期望 角色困顿 

分 类 号：G645.1[文化科学—高等教育学]