数字赋能下高校外语教师主体性遮蔽与重构路径  

The Concealment and Reconstruction of College Foreign Language Teachers'Subjectivity Under Digital Empowerment

作　　者：丛蕊 黄忠廉[2] CONG Rui;HUANG Zhonglian

机构地区：[1]东莞城市学院语言文化学院,广东东莞523000 [2]广东外语外贸大学翻译学研究中心,广东广州510420

出　　处：《外国语文》2024年第5期178-187,共10页Foreign Languages and Literature

基　　金：广东省哲学与社会科学外语学科专项“民办高校英语教师数字素养现状调查与提升路径研究”(23WZXC01-01)的阶段性研究成果。

摘　　要：数字赋能教学促进教育高质发展,却导致教师自我意识退化、忽视人文关怀与情感互动。当下迫切需要审慎权衡技术在教育中的角色,唤醒教师内在的主体性,以恢复教育的人文本质与情感温度。笔者基于数字技术赋能外语教学的内在原理,采用半结构化访谈形式收集15名高校外语教师数据,利用NVivo 12三级编码技术进行主题分析,旨在深入探究数字技术如何影响高校外语教师的教学方式,教师对技术辅助教学的看法以及技术如何影响教师的主体性,并在深描基础上提出重构路径,以助其角色认同与专业发展。Digital empowerment in teaching promotes the high-quality development of education,but leads to the degradation of teachers'self-awareness and neglect of humanistic care and emotional interaction.At present,it is urgent to carefully weigh the role of technology in education,awaken teachers'inherent subjectivity,and restore the humanistic essence and emotional temperature of education.Based on the inherent principles of digital technology empowering foreign language teaching,the author of this article collected data from 15 foreign language teachers using semi-structured interviews and conducted thematic analysis using NVivo 12 three-level coding technology.The aim is to deeply explore how digital technology affects foreign language teachers'teaching methods,their perspectives on technology-assisted teaching,and how technology affects teachers'subjectivity.Based on deep descriptions,this article proposes reconstruction paths to assist teachers in their role identification and professional development.

关 键 词：数字赋能 外语教师主体性 遮蔽 重构路径 

分 类 号：G642[文化科学—高等教育学]