高校网络教育教师的执教动机及行为如何产生——一项基于期望价值理论的质性研究

发布时间：2018-07-08 17:25

本文选题：网络教育 + 期望　；参考：《远程教育杂志》2017年01期

【摘要】：网络教育的质量是当前社会各界关注的焦点之一。教师的执教动机和行为紧密相联,两者直接关系到教学效果和教学质量。基于期望价值理论,对浙江大学网络教育的三位任课教师开展了质性研究,发现:在网络教育中,教师执教期望具有较大的差异;其执教价值可分为不同效价的个人价值、高校价值和社会价值;教师不同的执教期望和执教价值决定了各自的执教动机,并产生了"参与型"、"维持型"和"退缩型"三种执教行为类型;除了先前教与学经验外,还有教学风格、思维习惯、研究方法和网络教育质量观等因素,影响教师的动机和行为。总的来说,对于教师的执教动机和行为的研究,可以为网络教育教师管理和激励提供有益的启示。
[Abstract]:The quality of network education is one of the focal points that the society pays close attention to. Teachers' teaching motivation and behavior are closely related to the teaching effect and quality. Based on the theory of expected value, a qualitative study has been carried out on three teachers of online education in Zhejiang University. It is found that there are great differences in teachers' expectation of teaching in online education, and their teaching values can be divided into individual values with different titers. College value and social value, teachers' different teaching expectation and teaching value determine their teaching motivation, and produce three kinds of teaching behavior types: "participation type", "maintenance type" and "retreat type". In addition to the previous teaching and learning experience, there are three types of teaching behavior, such as "participation type", "maintenance type" and "withdrawal type". Teaching style, thinking habits, research methods and quality view of online education influence teachers' motivation and behavior. In general, the research on teachers' teaching motivation and behavior can provide useful inspiration for the management and encouragement of teachers in online education.
【作者单位】：浙江大学教育学院;浙江大学继续教育学院;
【基金】：教育部“高等学校继续教育示范基地”建设项目“高校继续教育管理体制与运行机制模式创新”(课题编号:12-504102-001) 浙江大学2014年继续教育研究重点项目“网络教育质量保障体系的构建与实施”的研究成果之一
【分类号】：G434

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