【作 者】：
张 青， 袁 媛
【关 键 词 】：
在线教育； 师生疏离感； 演绎路径； 形成原因； 干预策略
【栏 目】：
网络教育
【中文摘要】：
在线情境下的课程呈现、课堂氛围、行为交往都必须借助工具与屏幕，心灵沟通严重受阻，容易导致在线学习者的消极感知、传统师生角色的解构与社会属性的淡化，诱发师生间心理距离与人际疏离，进而在技术标准化课程模式中固化为生态失衡的在线文化疏离。基于中英文文献的内容分析，我们发现在线教育时空中，学生情绪智力、教师情感支持与对话方式、在线教学氛围等16个因素对师生疏离感的三个阶段产生影响。应当在疏离感的早期阶段，及时捕捉学习主体的消极认知与感受，在敏锐的教师情感支持下营造同频共振的在线对话情境与群体学习愿景，以多模态伴随性数据的动态分析，精准服务于学习者的情感变化，在注重课程情感认同的同时，构筑家庭与技术协作互补的文化生态，这些策略可有效改善在线教育的课堂心理氛围、塑造新型师生关系、提升在线教育绩效。
【英文摘要】：
The course presentation, classroom atmosphere, and behavioral interactions in online contexts must be presented with tools and screens, and mind communication is severely impeded, which easily leads to negative perceptions of online learners, the deconstruction of traditional roles of teachers and students and the dilution of social attributes, and induces the psychological distance and interpersonal alienation between teachers and students, which in turn solidifies into the ecological imbalance of online cultural alienation in a technologically standardized course model. Based on the content analysis of Chinese and English literature, it is found that 16 factors, such as students' emotional intelligence, teachers' emotional support and dialogue style, online teaching atmosphere, have influenced the three stages of teacher-student alienation in online education. It is necessary to capture the negative cognition and feelings of learning subjects in time at the early stage of alienation, to create a synchronic online dialogue situation and group learning vision with the emotional support of keen teachers, serve learners' emotional changes precisely with dynamic analysis of multimodal adjoint data, and to construct a collaborative and complementary cultural ecology of family and technology while focusing on the emotional identity of the course. Those strategies can effectively improve the classroom psychological climate of online education, shape new teacher-student relationships, and enhance the performance of online education.