提升教师职业幸福感的技术可供性  

Technology Affordance to Enhance Teachers’Professional Well-Being

作　　者：吴筱萌[1] 管乐 林易 文燕银 Xiaomeng WU;Yue GUAN;Yi LIN;Yanyin WEN(Graduate School of Education,Peking University,Beijing 100871)

机构地区：[1]北京大学教育学院,北京100871

出　　处：《中国教育信息化》2025年第4期109-117,共9页Chinese Journal of ICT in Education

基　　金：2023年度北京社会科学基金重点项目“生成式人工智能与教师发展”(编号:23JYA004)。

摘　　要：良好的职业幸福感是教师工作与发展的基础和动力。技术的便捷性、普惠性等特点使其成为提升教师职业幸福感的实践途径之一。基于教师职业幸福感模型,系统检索并梳理了国内外通过心理干预改善教师职业幸福感的实证研究,重点聚焦技术如何助力教师职业幸福感提升。通过文献调研发现,现有的提升教师职业幸福感的技术干预实践主要包括提供电子资源、开展在线课程、建立在线社区、采集和检测数据等。但目前的技术途径仅停留在对技术简单属性的感知应用,缺乏对技术更加能动地使用。为此,研究者引入人—技关系理论,在技术与人之间的具身、解释、它异、背景四种关系模式中,探讨技术在提升教师职业幸福感方面呈现的可供性。A strong sense of professional well-being serves as both the foundation and driving force for teachers’work and career development.Given technology’s inherent advantages in accessibility and inclusivity,it becomes a practical way to improve teachers’professional happiness.Based on the model of teachers’professional well-being constructed by Van Horn et al,this paper systematically searched and sorted out the empirical studies on improving teachers’professional well-being through psychological interventions at home and abroad focusing on technology affordance.The results of the literature research found that existing technological intervention practices mainly include providing electronic resources,conducting online courses,establishing online communities,and collecting and testing data.However,current applications remain limited to superficial utilization of technological features,failing to harness technology’s full agentic potential.To address this gap,the research introduces post-phenomenological human-technology relations theory,examining how technologies afford well-being enhancement through four relational modalities:embodiment(seamless tool integration),hermeneutic(meaning-making support),alterity(independent interaction),and background(ambient assistance)relations.

关 键 词：中小学教师 职业幸福感 心理干预实践 技术可供性 人—技关系 

分 类 号：G434[文化科学—教育学]