混合式教学场域高校教师应当何为——基于角色定位的视角  

What Should College Teachers be in Blended Teaching Field:From the Perspective of Role Orientation

作　　者：李智慧 周继良 LI Zhihui;ZHOU Jiliang(School of Educational Science,Jiangsu Normal University,Xuzhou 221116,China)

机构地区：[1]江苏师范大学教育科学学院,江苏徐州221116

出　　处：《河北科技大学学报（社会科学版）》2024年第4期102-110,共9页Journal of Hebei University of Science and Technology:Social Sciences

基　　金：国家社会科学基金教育学一般项目(BIA240135)。

摘　　要：新技术与高等教育的深度融合,催生了线上线下混合式教学场域及依托该场域形成的教学模式。混合式教学场域一般包括教师教学场域、学生学习场域以及其他教学参与者的辅助教学场域,且在各场域的交互中会形成认知场域和社交场域。高校教师在教学场域变革中一方面存在专业技能优势向混合式教学迁移的角色期望,另一方面存在明显的角色冲突,即教育主体与技术主体的博弈。高校教师需重构其在混合式教学不同场域中独特的角色定位,具体包括多元知识学习的引导者、深度学习的合作者、教育技术的主导者、认知建构的参与者和师爱的传递者。The deep integration of new technologies with higher education has given rise to blended online and offline teaching fields,as well as teaching models formed based on these fields.The blended teaching field generally includes teachers′teaching field,students′learning field and other teaching participants′auxiliary teaching field,and cognitive and social fields will be formed in the interaction among the first three fields.On the one hand,college teachers have the expectation of transferring their professional skills advantages to blended teaching in the reform of the teaching field.On the other hand,there are obvious role conflicts,namely the game between the educational subject and the technical subject.College teachers urgently need to reconstruct their unique role orientation in different fields of blended teaching,including the guide for multi-knowledge learning,the cooperator in deep learning,the leader in educational technology,the participant in cognitive construction and the transmitter of teacher′s love for students.

关 键 词：混合式教学 场域理论 社会角色理论 高校教师 角色定位 

分 类 号：G642.0[文化科学—高等教育学]