【作 者】：
胡钦太， 危 妙
【关 键 词 】：
课程改革； 现象学； 数字化课堂； 教学行为； 改进体系
【栏 目】：
课程与教学
【中文摘要】：
教师数字化课堂教学行为研究是义务教育新一轮课程改革的需要，对促进数字时代的课堂教学变革和教师专业发展至关重要。文章遵循现象学的研究范式，探寻了教师数字化课堂教学行为与现象学的内生关系。研究发现教师数字化课堂教学行为存在隐忧，表现在内隐行为上，回归育人本真意识淡化；外显教学呈示上，生活境脉设计贫化；教学互动上，师生情感联结表征弱化；提问呈现上，问题类型设计单一简化；媒介使用上，人与技术协同关系异化；评价上，数据驱动的深度反思减化；课堂管理上，技术支持的课堂管控固化等。基于此，研究以教师数字化课堂教学行为问题为核心，构建了融合“目标—内容—策略—工具—评价”的POCSTE改进体系，以期对数字时代教学改革有所促进。
【英文摘要】：
Research on teachers' teaching behaviors in digital classroom is required for the new round of curriculum reform in compulsory education, which is crucial for promoting classroom teaching reform and teachers' professional development in the digital age. This study adheres to the research paradigm of phenomenology, and explores the intrinsic relationship between teachers' teaching behaviors in digital classroom and phenomenology. It has been found that there are hidden concerns in teachers' teaching behaviors in digital classroom manifested in different aspects. In terms of implicit behaviors, the awareness of returning to the essence of education is fading. In the explicit teaching manifestation, the design of life context is impoverished; in teaching interaction, the emotional connection between teachers and students is weakened; in the presentation of questions, the design of question types is single and simplified; in the use of media, the collaborative relationship between human and technology is alienated; in evaluation, data-driven in-depth reflection has been reduced; and in classroom management, classroom management supported by technological tools has been solidified. Based on these findings, this study focuses on the problems related to teachers' teaching behaviors in digital classroom and proposes the POCSTE improvement system which integrates essential elements including objective, content, strategy, tools and evaluation in order to contribute to the teaching reform in the digital era.