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    促进还是抑制:哪些因素影响校长的在线教学持续意愿?

    Promotion or Inhibition: What Factors Affect the Principal's Continuous Intention of Online Teaching?

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【作      者】:

赵晓伟, 王维昊, 沈书生


【关 键 词 】:

教学领导力; 在线教学; 领导行为; 定性比较分析


【栏      目】:

网络教育


【中文摘要】:

在线教学作为线下教学的有益补充,是促进基础教育高质量发展的有效途径,能否合理并持续推进在线教学,有赖于校长的远见卓识。文章基于“认知—行为”视角形成影响校长在线教学持续意愿的分析框架,对17名中小学校长进行深度访谈,通过内容分析与定性比较分析,识别出促进校长在线教学持续意愿的四条路径,分别是理念先行型路径、文化浸润型路径、愿景牵引型路径、综合施策型路径,同时也发现了一条抑制持续意愿的路径,即权宜执行型路径。文章对每种路径结合典型案例进行详细刻画,进而提出提升校长在线教学持续意愿的建议,以期为在线教学的持续推进提供参考,并为校长教学领导力研究提供新思路。


【英文摘要】:

Online teaching, as a beneficial supplement to offline teaching, is an effective way to promote high-quality basic education. Whether online teaching can be rationally and continuously promoted depends on the vision of the principal. Based on the "cognitive-behavioral" perspective, this study forms an analytical framework of influencing principals' continuous intention of online teaching, and conducts in-depth interviews with 17 school principals. Using content analysis and qualitative comparative analysis, this study identifies four paths which would promote principals' continuous intention of online teaching, namely, idea-first path, culture-infused path,vision-driven path and synthesized-measure path, and also finds a path that inhibits the continuous intention called the expedient implementation path. This study provides a detailed portrayal of each path combined with typical cases, and then proposes suggestions to enhance the principals' continuous intention of online teaching, in order to provide a reference for the continuous promotion of online teaching, and provide new ideas for the research of principals' instructional leadership.

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