教学临场感与中小学教师网络研修行为的关系研究——以上海初中英语网络研修为例

A Study on the Relationship between Teaching Presence and K-12 Teacher Online Learning Behaviors: A Case Study of Secondary School English Teacher Training in Shanghai

已有文献研究表明，教学临场感对于中小学教师的网络研修行为具有重要作用。为了进一步研究两者之间的关系，该文采用量化研究方法，通过调查问卷和Web日志分别采集了上海初中英语教师进行网络研修时的教学临场感与网络研修行为，然后使用SPSS进行了统计分析。分析显示教学临场感对于部分而非全部网络研修行为有显著影响；教学临场感具有境脉性，它在不同工作坊间存在差异，并受到教师职务、平台体验的显著影响，但是年龄、性别及婚配与否对其影响不显著；教学临场感是导致网络研修行为产生的必要而非充分条件。最后，该文对中小学教师网络研修及助学队伍建设提出了一些建议。

Literature analysis suggests that teaching presence plays an important role in online learning behaviors of K-12 teachers. To further study the relationship between teaching presence and online learning behaviors， this paper adopts quantitative research method based on survey data and Weblog records. The survey data are employed to examine teaching presence of secondary school English teachers. And the weblog records were collected to reveal teachers’ online learning behaviors while they engaged in an online teacher training. All statistics were then analyzed by using SPSS. The analytical results indicated that teaching presence had a significant impact on some online learning behaviors. Also， teaching presence was contextual， which varied in different workgroups and was affected significantly by teachers’ position and experience of learning platforms. However， as shown by the results， teaching presence was not affected significantly by age， gender and marital status. Therefore， teaching presence is one necessary but not adequate condition of teachers’ online learning behaviors. Finally， this paper provides K-12 teachers with some advice on teacher online learning and team construction of facilitators.