数智时代国际中文教师技术焦虑的形成与纾解—基于扎根理论的探索
Manifestations and Reliefs of Technology Anxiety of Mandarin Chinese Teachers in the Era of Digital Intelligence
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
以25名国际中文教师为研究对象，通过深度访谈的质性研究方法，辅以课堂观察，探讨其在数智时代技术焦虑的现实表征与生成逻辑。研究发现，国际中文教师技术焦虑表现为技术认知扭曲与技术迭代引发的认知困境焦虑；隐形技术障碍与技术赋能教学变革引发的技术障碍焦虑；主体技术知识技能更新乏力与智能教育期望偏差引发的职业发展焦虑；人工智能失范与风险防范治理引发的伦理安全焦虑。这种非理性心理状态是个体与技术互动过程中在一系列认知、情感与社会等因素合谋助推下导致的结果。基于此，文章提出以下纾解路径：探寻多元化路径，帮助教师树立积极的技术认知和价值评价观；以智能教育知识和实践能力培养为抓手，提升教师智能教育素养；探索人机协同育人新模式，发挥教师在数智时代的职业优势；构建学科智能教育技术应用指南，指导教师正确认识和应对技术衍生的安全伦理问题。
Abstract
With 25 Mandarin Chinese teachers as the research objects, this paper discusses the realistic manifestations and generation of their technology anxiety in the era of digital intelligence through in-depth interviews and class teaching observations. It is found that the technology anxiety of Mandarin Chinese teachers is manifested as cognitive dilemma anxiety caused by technical cognitive distortion and technical iteration; technology-induced obstacle anxiety caused by invisible technical obstacles and the reform of teaching empowered by technology; career development anxiety caused by the weak renewal of teachers technical knowledge and skills and deviation of intelligent education expectations; ethical security anxiety caused by anomie of artificial intelligence and risk prevention and management. This irrational psychological status is the result of interactions between mandarin Chinese teachers and technology influenced by a series of cognitive, emotional and social factors. Based on this, the article puts forward the following suggestions on relieving such anxiety, including exploring and adopting diversified measures to help teachers hold positive technology cognition and value evaluation viewpoints; taking the cultivation of intelligent education knowledge and practical ability as the core to improve teachers’ intelligent education literacy; exploring a new model of human-machine collaborative education and bringing teachers’ professional advantages to full play in the era of digital intelligence; constructing the application guide of intelligent education technology to guide teachers to correctly understand and deal with ethical and security problems derived from technology.