【摘要】 多种教学模式并存是疫情常态化防控下高校教育教学的形态特征,不同教学模式下,如何促进教师由"经验型"向"专家型"转化,进一步提高教学质量,教师教学监控能力是实现这种转变的核心要素。本研究对J大学532位教师进行调查,考察不同教学模式下高校教师教学监控能力的影响机制,研究结果表明:运用不同教学模式教师的教学监控能力总体水平存在非常显著差异;教师教学经验和教学效能感对教学监控能力具有非常显著的正向影响作用;教师教学效能感在教学经验对教学监控能力的影响中存在部分中介效应;教学经验经过教学效能感对教学监控能力的中介效应受到教学模式的调节作用显著,教学模式调节中介效应程度为:线上教学模式大于线上线下混合教学模式大于线下教学模式。更多还原

【Abstract】 The simultaneous existence of multiple teaching modes is a morphological feature of college teaching after COVID-19. Under different teaching modes, how to promote the transformation of teachers from “experience-based” to “expert-based” so as to further improve the quality of teaching, teachers’ teaching-regulated ability is the core element to achieve this transformation. How to improve teachers’ teaching-regulated ability? The survey has invited 532 teachers from the University J to investigate the influence mechanism of teachers’ teaching-regulated ability in different teaching modes. The research results show that: First, there are very significant differences in the overall level of teachers’ teaching-regulated ability under different teaching modes. Second, teachers’ teaching experience and teaching efficacy have a very significant positive effect on teaching-regulated ability. Third, teaching efficacy has a partially mediating role in the influence of teaching experience on teaching-regulated ability. Fourth, teaching experience is significantly moderated by the teaching mode through the mediating effect of teaching efficacy on the teaching-regulated ability. The mediating effect is moderated by the teaching mode: online teaching is greater than blending learning and greater than offline teaching.更多还原