高校初任教师教学能力提升类MOOC学习意愿研究  

Willingness of Novice University Teachers in Learning MOOC Aimed at Instructional Ability Improvement

作　　者：陈芳[1] 陈嫒琳[1] CHEN Fang;CHEN Ailin(Nanjing University of Posts and Telecommunications,Nanjing 210042,Jiangsu,China)

机构地区：[1]南京邮电大学,江苏南京210042

出　　处：《扬州大学学报（高教研究版）》2024年第3期49-60,共12页Journal of Yangzhou University（Higher Education Study Edition）

基　　金：教育部人文社会科学研究项目“人工智能赋能大学教育方式变革的行动策略研究”(22YJC880063);南京邮电大学教学改革研究项目“慕课平台促进大学初任教师教学技能发展研究”(JG02422JX55)。

摘　　要：教学能力提升类MOOC有助于高校初任教师实现终身学习并更好地适应信息化教学,教师愿意学习是MOOC发挥作用的前提,而我国高校初任教师的学习意愿并不清晰。基于43所高校157名初任教师的问卷调查,采用UTAUT模型分析教学能力提升类MOOC的学习意愿及其影响因素,结果表明:目前有44.59%的高校初任教师已经学习过教学能力提升类MOOC,超3/4的高校初任教师有学习教学能力提升类MOOC的意愿,学习意愿受到绩效期望、付出期望、社会影响的正向影响且影响程度依次递减,学习意愿转化为学习行为还面临科研、教学任务重等障碍。因此,高校应优化教学能力提升类MOOC及MOOC平台设计,并在新教师培训中纳入教学能力提升类MOOC,而“工学矛盾”的解决有待顶层设计的完善和高校理念的转变。MOOC aimed at instructional ability improvement is conducive to novice university teachers realizing lifelong learning and adapting themselves to information-based instruction.The exertion of the role of MOOC is based on the premise that teachers are willing to learn.The learning willingness of novice university teachers is unclear.A questionnaire survey was conducted among 157 novice teachers from 43 universities to investigate their willingness in learning MOOC aimed at instructional ability improvement and the influential factors as well.UTAUT analysis shows that 44.59%of the novice teachers have learned this sort of MOOC,that more than three fourths of them have the learning willingness,and that the learning willingness is positively affected by performance expectation,effort expectation,and social influence in declining order in terms of their degree of influence,although the heavy load of researching and teaching may prevent learning willingness from transforming into learning behavior.Therefore,we should optimize the design of the sort of MOOC mentioned above and the MOOC platforms;MOOC learning should be included in the novice teacher in-service training;the contradiction between work and learning requires the improvement of top-level design and the transformation of ideas in university governance.

关 键 词：初任教师 教学能力 教学能力提升MOOC 学习意愿 

分 类 号：G431[文化科学—教育学]