从“看不见”到“看得见”——教师线上教学空间的挑战和对策-《集美大学学报（教育科学版）》

文章信息/Info

Title:: From“Invisible” to “Visible”:Challenges and Countermeasures for Teachers’ Online Teaching Space

Author(s):: MA Jie; (Department of Curriculum and Teaching，East China Normal University，Shanghai 200062，China)

摘要:: 教学空间不仅是包含教学器具、教室建筑等的自然性空间，也是关涉师生交往、角色定位等人与人间关系的社会性空间。福柯的空间理论是从空间和政治权力关系以及政治统治策略出发对空间生产机制进行的微观层面研究，为理解和看待教学空间如何参与到教育教学中提供了一个强有力的解释性视角。面对从传统教学空间到线上教学空间的转变，教师由于沿用原有的权力控制模式遭到了学生行为变量无法得到有效观察、学生学习效果无法得到及时评估以及课堂教学规范作用无法得到充分发挥等教学方面的挑战。据此，提出从观察“行为”转向观察“认知”、从进行“终结性评价”转向进行“表现性评价”、从构建“教”的规范转向“学”的规范三条路径以实现线上教学空间中权力的运作和控制，提高教育教学质量。

Abstract:: The teaching space is not only a natural space containing teaching equipment，classroom architecture，etc.，but also a social space related to the interpersonal relationship between teachers and students，role positioning，etc.Michel Foucault’s space theory is a microlevel study of space production mechanisms proceeding from the relationship between space and political power and political ruling strategies，which provides a powerful explanatory perspective for understanding and seeing how teaching space participates in education and teaching.Facing the transition from the traditional teaching space to the online teaching space，due to the use of the original power control model，teachers are confronted with challenges in teaching，such as students behavior variables cannot be observed effectively，students learning effects cannot be evaluated in a timely manner and the role of classroom teaching norms cannot be given full play.Therefore，it is suggested that teachers should shift from observing “behavior” to observing “cognition”，from carrying out “summative evaluation” to carrying out “performance evaluation”，and from constructing “teaching” norms to constructing “learning” norms so as to realize the operation and control of power in online teaching space and improve the quality of education and teaching.