高校英语教师技术心理资本及教育技术学习实践策略发展探究
西南林业大学, 外国语学院, 云南昆明 650224
| 摘 要： | 技术心理资本是对技术学习起到关键作用的心理资本，对个体技术掌握起到关键作用。本文使用质性个案研究方法对高校英语教师的教育技术学习过程与策略进行深描，以期探寻其教育技术学习实践与策略的内涵及互动关系，从而厘清教师个体技术心理资本的具体演进与建构模式。研究发现教师因个人背景与具体情境的不同而产生不同的教育技术学习策略，促使得教师在教育技术学习过程中呈现出不同的实践特征。高校英语教师主要通过技术请求、技术使用、技术理解以及技术迁移的实践策略，从技术效能、技术希望、技术乐观与技术韧性层面使自身技术心理资本得以提升。教师自身的教学观、学习观、教研背景、技术背景，其所处的教研环境、技术环境，以及其所可获取的技术学习支持是其技术心理资本发展及教师技术学习实践策略的主要影响因素。研究提出应从：1）建构技术价值引导下的超学科教师教育；2）营造以教育为主位的教育技术使用与请求情境；3）构建融合教育与技术的教学科研生态观入手以促进教师技术教育。本研究诠释了高校英语教师教育技术学习及技术心理资本的演进与建构过程，为教师技术学习及教师技术教育提供了新颖的视角及实证性数据参考。 |
| 关 键 词： | 技术心理资本; 教育技术学习; 教师技术教育; 高校英语教师 |
| DOI： | 10.57237/j.edu.2022.02.009 |
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收稿日期: 2022-08-26
接受日期: 2022-10-05
在线出版日期: 2023-01-05
A Study on the Development of College English Teachers’ Technological Psychological Capital and Educational Technology Learning Practical Strategies
Faculty of Foreign Languages, Southwest Forestry University, Kunming 650224, China
| Abstract: | Technological psychological capital is the psychological capital that plays a key role in technological learning and plays a key role in individual technological mastery. In this paper, a qualitative case study has been conducted to describe the process and strategy of College English teachers’ educational technology learning, in order to explore the connotation and interactive relationship of their educational technology learning practice and strategy, and to clarify the specific evolution and construction mode of teachers’ individual technological psychological capital. The research finds that teachers have different learning strategies for their educational technology learning because of different personal backgrounds and specific situations, which makes teachers present different practical characteristics in the process of educational technology learning. College English teachers improve their technological psychological capital from the aspects of technical efficiency, technical hope, technical optimism and technical resilience through the practical strategies of technology request, technology use, technology understanding and technology transfer. Teachers’ own teaching-learning-research background, technical background, teaching-research environment, technical environment, and the technical learning support they can obtain are the main factors influencing the development of their technological psychological capital and the practical strategy of teachers’ technology learning. The research suggests that we should: 1) construct a transdisciplinary teacher education under the guidance of technology value; 2) construct the situation of using and requesting educational technology with education as the main position; 3) construct an ecological view of teaching and scientific research integrating education and technology to promote teacher’s technology education. This study explains the evolution and construction process of College English teachers’ educational technology learning and technological psychological capital, provides a new perspective and empirical data reference for teachers’ technology learning and teachers’ technology education. |
| Keywords: | Technological Psychological Capital; Educational Technology Learning; Teachers’ Technical Education; College English Teachers |
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