论高校教师数字焦虑的表征、成因及应对——基于教师个体的微观叙事分析  

On the Representation,Causes and Countermeasures of Digital Anxiety in College Teachers——The Micro Narrative Analysis Based

作　　者：黄道主[1] 张媚娟 Huang Daozhu;Zhang Meijuan(School of Law,Humanities and Sociology,Wuhan University of Technology,Wuhan,Hubei,430070,China)

机构地区：[1]武汉理工大学法学与人文社会学院,湖北武汉430070

出　　处：《教育科学探索》2024年第5期91-97,共7页THE SCIENTIFIC EXPLORATION OF EDUCATION

基　　金：湖北省2022年度教育改革发展专项课题“教育督导问责实施细则研究”(鄂教政法[2022]6号)的研究成果。

摘　　要：迭代优化中的数字技术是引领高等教育创新发展的重要引擎。在使用数字技术满足多样化教学需求时,高校教师容易产生消极的数字焦虑,具体表征为数字权利的焦虑、技术依赖的焦虑、角色进阶的焦虑等。通过对教师个体的微观叙事分析发现,这种心理焦虑状态是教育数字化生态、技术与教育环境融合态势以及教师自身认知共同导致的结果。为有效应对数字焦虑,应重视保障教师的数字权利,健全教育数字化转型发展的法制体系;不断完善教育数据风险的防范和化解的机制;加强学校支持,提升教师数字素养,强化教师的情感韧性。The continuous iteration and optimization of digital technology is a new engine leading the innova-tion and development of higher education.When college teachers use digital technology to meet diversified teaching needs,they are also prone to negative digital anxiety,which is embodied in the anxiety of digital rights,the anxiety of technology dependence,and the anxiety of role advancement.Through the micro-narrative analysis of individual teachers,it is found that this negative psychological state is the result of the digital ecology of education,the inte-gration of technology and education environment,and the cognition of teachers themselves.In order to effectively deal with teachers'digital anxiety,universities should improve the legal environment and pay attention to the pro-tection of teachers'digital rights in the process of education digital transformation and development;improve risk prevention and resolution mechanisms;strengthen school support and cultivate teachers'emotional resilience to re-alize the organic integration of digital technology and emotional civilization.

关 键 词：高校教师 数字焦虑 微观叙事 

分 类 号：G451[文化科学—教育学]