【作 者】：
杨南昌， 梁慧芳
【关 键 词 】：
高质量教学； 线上教学； 教师自我价值感； 深层教学； 内在体验
【栏 目】：
网络教育
【中文摘要】：
自我价值感是影响教师心理健康、专业成长和优质教学的内在力量。在当今线上教学日益普遍的情形下，教学场景的变化给教师自我价值感带来了不小的冲击。文章基于教师、学生、技术三个要素，对高校教师线上教学自我价值感的变化、影响因素与特征进行了实证调查。研究表明：与线下教学相比较，高校教师线上教学自我价值感显著降低，且呈现性别、课型与院校差异；线上教学自我价值感受技术环境、教师深层教学方式、学生学习效果的显著正向影响；线上线下自我价值感“双高型”教师体现了“深教—优学—良技术”的高质量教学组合特征与动态关系。研究建议，无论是线上、线下或混合式课程，建设和评价的关注点应从传统过度强调客观的“教学外在”转向师生共鸣互促的“教学内在”（学习体验与价值体验）。技术支持的学习环境设计者不仅要考虑任务层面的“好用”，更要关切效用层面的“好感”，从内外两个方面共同为教师的高质量教学赋能。
【英文摘要】：
Self-worth is an intrinsic force affecting teachers' psychological well-being, professional development and quality teaching. With the popularization of online teaching nowadays, the changing teaching scenario has brought a considerable impact on teachers' self-worth. Based on the three elements of teachers, students and technology, this paper conducts an empirical investigation on the changes, influencing factors and characteristics of university teachers' self-worth in online teaching. The findings show that compared with offline teaching, the self-worth of university teachers in online teaching is significantly lower, and there are differences in gender, class type and institution; online teaching self-worth is positively influenced by technology environment, teachers' deep teaching approach and students' learning outcome; teachers with "double high" self-worth both in online and offline teaching reflect the characteristics and dynamic relationship of high-quality teaching combination of "deep teaching-effective learning-good technology". The research suggests that the focus of construction and evaluation should be shifted from the traditional "external teaching" that overemphasizes objectivity to the "internal teaching" (learning experience and value experience) that teachers and students resonate with each other, whether in online, offline or hybrid courses. Designers of technology-enabled learning environments should not only consider the "easy to use" at the task level, but also pay attention to the "good experience" at the effectiveness level, so as to empower teachers with high-quality teaching from both internal and external aspects.