数字化转型视野下教师网络集体研修行为投入的效能识别  

Effectiveness Identification of Teachers’Network Collective Training Behavioral Engagement under the Perspective of Digital Transformation

作　　者：陈孝然 曹宇星 胡小勇[2,4] CHEN Xiao-Ran;CAO Yu-Xing;HU Xiao-Yong(School of Information Technology in Education,South China Normal University,Guangzhou,Guangdong,China 510631;Institute of Artificial Intelligence in Education,South China Normal University,Guangzhou,Guangdong,China 510631;School of Education Science,Guangdong Polytechnic Normal University,Guangzhou,Guangdong,China 510665;Center for Faculty Development,South China Normal University,Guangzhou,Guangdong,China 510631)

机构地区：[1]华南师范大学教育信息技术学院,广东广州510631 [2]华南师范大学教育人工智能研究院,广东广州510631 [3]广东技术师范大学教育科学学院,广东广州510665 [4]华南师范大学教师发展中心,广东广州510631

出　　处：《现代教育技术》2024年第11期79-89,共11页Modern Educational Technology

基　　金：2024教育部人文社会科学青年项目“数智化赋能产教联合体培养新质人才的机制研究”(项目编号:24YJC880007);2023年度广东省本科高校教学质量与教学改革工程建设项目“智教互融·以美育‘芯’:职业教育师范生数字素养自适应课程构建与实践研究”(项目编号:粤教高函〔2024〕9号)资助。

摘　　要：数字化转型对教师队伍的集群化发展提出了新要求,教师网络集体研修因此得到重视。对研修行为投入的效能识别,有助于把握不同教师群体在行为投入和效能上的关联特征规律,从而进行差异化干预,以优化研修成效。为此,文章参考国内外相关研究成果,设计了“明确总体方案→行为投入编码→基于序列分析的模型构建→基于二次序列分析的模式讨论→提出干预建议”的研究流程。之后,文章以参与“在线教研共同体”公益研修活动的36名中小学教师为研究对象,按照前述研究流程,首先对教师网络集体研修行为投入进行编码;接着进行聚类分析和相关分析,构建教师网络集体研修行为投入的效能层次模型;随后进行二次序列分析,得到五种类型教师的差异化研修行为投入序列转化模式,分别定义为风险投入型、游离投入型、顺应投入型、自主投入型和综合投入型,其中综合投入型教师的集体效能最高;最后面向非综合投入型教师提出干预建议,以推动深投入、强效能的网络集体研修生态形成。文章的研究对于指导教师优化研修行为投入、提升网络集体研修成效有一定的价值,并可为数字化转型视野下的教师网络集体研修实践提供参考。Digital transformation has put forward new requirements for teachers’cluster development,so teachers’network collective training has been paid attention to.The effectiveness identification of training behavioral engagement is helpful to grasp the correlation characteristics of different teacher groups in behavioral engagement and effectiveness,enabling differentiated interventions to optimize training effectiveness.Therefore,with reference to relevant research process at home and abroad,a research process of defining the overall scheme→coding behavior input→constructing a model based on sequence analysis→discussing the mode based on secondary sequence analysis→proposing intervention suggestions,was designed.Subsequently,this paper took 36 primary and secondary school teachers who participated in the public welfare research and training activities of“online teaching and research community”as research object,and the behavioral engagement of teachers’network collective training was initially coded according to the aforementioned research process.Cluster and correlation analyses were also conducted to construct the effectiveness hierarchy model of teacher network collective training behavioral engagement.A secondary sequence analysis was then performed to obtain five types’of teachers’differentiated training behavioral engagement sequence transformation modes,which were defined as risk engagement type,free engagement type,adaptive engagement type,autonomous engagement type,and comprehensive engagement type,among which the comprehensive engagement type teachers had the highest collective effectiveness.Finally,intervention suggestions were proposed for teachers with non-comprehensive engagement,so as to promote the formation of the online collective research ecology with deep engagement and strong efficiency.The research of this paper had certain value for guiding teachers to optimize research behavioral engagement and improving the effectiveness of network collective training,and provided referen

关 键 词：网络集体研修 行为投入 行为序列 集体效能 数字化转型 

分 类 号：G40-057[文化科学—教育学原理]