In order to understand the current status and challenges of blended teaching among teachers in vocational colleges in China,the study adopts quantitative research methods,conducts questionnaire survey of 120 vocational college teachers in instructional design,technical ability,classroom management and teacher self-efficacy.The results of the factor analysis indicate that self-efficacy scores the highest,instructional design and classroom management skills score moderately,and technical ability scores the lowest.This suggests that teachers hold positive attitude towards blended teaching,but they encounter difficulties in applying modern educational technology.Additionally,the results of the independent samples t test and one-way ANOVA show that there is no significant difference of gender and professional title variables on the ability to conduct blended teaching,but there are significant differences on age and educational background.Through linear regression analysis,instructional design,technical ability and teacher self-efficacy have significant impacts on teachers'blended teaching ability.Based on this,higher vocational colleges should strengthen technical training;provide instructional design support,technical support and resource sharing;and establish incentive mechanism.
关键词
新文科/高职教师/混合式教学能力/教学设计/技术能力/课堂管理/自我效能
Key words
New liberal arts/Vocational college teachers/Blended teaching ability/Teaching design/Technical capability/Classroom management/Self-efficacy
维普
万方数据