摘要
为了解高职院校教师混合式教学的现状和面临的挑战,采用量化研究方法,从教学设计、技术能力、课堂管理和教师自我效能4个维度对120名高职院校教师开展问卷调查。因子分析结果显示,自我效能维度得分最高,教学设计和课堂管理维度处于中等水平,技术能力维度得分最低,表明受访教师对混合式教学持积极态度,但在现代教育技术应用上存在困难。独立样本t检验和单因素方差分析结果表明,性别和职称变量对受访教师混合式教学能力无显著影响,但年龄和学历对其有显著影响。通过回归分析发现,教学设计、技术能力和教师自我效能3个变量对教师混合式教学能力有显著影响。基于此,高职院校应加强技术培训、提供教学设计支持、提供技术支持与资源共享、建立激励机制。
In order to understand the current status and challenges of blended teaching among teachers in vocational colleges in China,the study adopts quantitative research methods,conducts questionnaire survey of 120 vocational college teachers in instructional design,technical ability,classroom management and teacher self-efficacy.The results of the factor analysis indicate that self-efficacy scores the highest,instructional design and classroom management skills score moderately,and technical ability scores the lowest.This suggests that teachers hold positive attitude towards blended teaching,but they encounter difficulties in applying modern educational technology.Additionally,the results of the independent samples t test and one-way ANOVA show that there is no significant difference of gender and professional title variables on the ability to conduct blended teaching,but there are significant differences on age and educational background.Through linear regression analysis,instructional design,technical ability and teacher self-efficacy have significant impacts on teachers’blended teaching ability.Based on this,higher vocational colleges should strengthen technical training;provide instructional design support,technical support and resource sharing;and establish incentive mechanism.
作者
暴海燕
Bao Haiyan(Nanyang Vocational College,Nanyang 474500,China)
出处
《黑龙江科学》
2024年第19期75-77,80,共4页
Heilongjiang Science
基金
2022年度河南省高等学校重点科研项目“新文科背景下高职教师混合式教学能力提升路径研究”(23B880062)。
关键词
新文科
高职教师
混合式教学能力
教学设计
技术能力
课堂管理
自我效能
New liberal arts
Vocational college teachers
Blended teaching ability
Teaching design
Technical capability
Classroom management
Self-efficacy
