摘要
新冠肺炎疫情期间基于教育部"停课不停学"的要求,线上教学全面铺开。后疫情时代课堂教学逐渐步入正轨,但线上教学"边缘人"的学习状态却难以"入轨"。他们长期游离于教学的边缘地带,没有得到良好的发展。对其进行有效转化需要掌握线上教学"边缘人"连线而不在线、消极旁观、情绪不稳定、退缩性反馈的行为表现,及时识别线上教学"边缘人"。教师可以采取丰富教学方法、巧用线上教学平台、转变负向期望和营造接纳的学习环境等教育教学策略,培养学生信息化环境下的学习能力,提升他们的人际交往能力和抗逆力。另外,学校还需要与家庭形成合力,打造"家校共同体",保证家校沟通常态化和家长课堂常态化,共同促进线上教学"边缘人"的转化。
During the epidemic,based on the requirements of the Ministry of Education of"suspending class,ongoing learning",online teaching was in full swing.In the post-epidemic era,classroom teaching has gradually been back on track,but the learning status of online teaching"marginal man"was difficult to be on track.They had been dissociate at the edge of teaching for a long time,and had not been well developed.In order to timely identify and effectively transform them,it is necessary to grasp the behaviors of online teaching"marginal man",such as being connected but not online,acting as passive bystander,emotionally unstable,and giving recessive feedback.Teachers may take the strategies of enriching teaching methods,making use of online teaching platforms,transforming negative expectations,and creating accepted learning environments,so as to cultivate students’learning ability in the information environment,and enhance their interpersonal skills and resilience.In addition,schools also need to unite with families to create a"home-school community"to ensure the normalization of the home-school communication and the normalization of parents’classrooms,so as to facilitate the transformation of"marginal man"in online teaching.
作者
金松丽
JIN Songli(Chongqing University of Arts and Sciences,Chongqing 402160)
出处
《现代教育管理》
CSSCI
北大核心
2021年第4期106-112,共7页
Modern Education Management
基金
教育部人文社会科学研究2020年度西部和边疆地区教育学青年基金项目“西部农村中小学生抗逆指数建构及应用研究”(20XJC880003)
重庆文理学院教育创新研究院专项“大数据背景下师范生数据素养调查研究”(P2018ZX12)
关键词
边缘人
线上教学
识别
转化
疫情
marginal man
online teaching
recognition
transformation
epidemic
作者简介
金松丽,重庆文理学院教育创新研究院讲师,博士。
