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篇名 智能时代教师角色的危机、成因及其应对——基于场景理论的视角
並列篇名 The Crisis、Causes and Responses of Teachers’ Role in the Intelligent Age - Based on the Scene Theory’s Perspective
作者 罗莎莎(LUO Sha-sha) 、靳玉乐(JIN Yu-le)
中文摘要 智能时代,教师正面临着作为知识传播者角色的边缘化、作为教育专业者角色的模糊化和作为教学评价者角色的工具化三重危机。场景理论为解释智能时代教师角色危机提供了分析框架和理论基础。本文基于场景理论视角,认为造成智能时代教师角色危机的主要成因是媒介技术的更迭、教育场景的变迁和信息流动模式的嬗变。为应对其角色危机,教师要培植用户思维、改变传播惯性,做精准推送的知识传播者;要增强自身学习力、发展高阶思维能力,做有道德情怀、有专业知能的教育专业者;要推动工具理性与价值理性之融合发展,做“技”“艺”融于一身的教学评价者。
英文摘要 In the age of intelligence, teachers are facing three crises: the marginalization of the role of knowledge disseminator, the fuzziness of the role of education specialist and the instrumentalization of the role of teaching evaluator. The Scenario theory provides an analytical framework and theoretical basis for explaining the role crisis of teachers in the age of intelligence. From the perspective of scenario theory, this paper holds that the three main causes of teacher role crisis in the age of intelligence are the change of media technology, the change of educational scene and the evolution of information flow mode. In order to cope with the role crisis, teachers should cultivate user’s thinking, change communication inertia, and be precise knowledge disseminators; enhance their learning ability, cultivate higher-level thinking and ability, and become professional educators with moral feelings and professional knowledge and ability; and they should pay attention to the harmonious development of instrumental rationality and value rationality, and be a teaching evaluator who integrates “technology” and “art” into one.
頁次 053-059
關鍵詞 智能时代 教师角色危机 场景理论 智能媒介技术 intelligent age teacher role crisis scene theory intelligent media technology CSSCI
卷期 32:3
日期 202005
刊名 教師教育研究
出版單位 北京師範大學、華東師範大學、高等學校師資培訓交流北京中心