数字化转型期教师在线认知思维发展与特征分析
邢 瑶 王 帆
（江苏师范大学 智慧教育学院，江苏 徐州 221116）
【摘 要】在线学习是数字化转型期教师专业发展范式变革的重要形态，支撑教师知识与实践的转化升级。教师在
线认知思维是驱动其意识观念与知识能力重构、指导其数字转型实践的内生源动力，其发展样态与实际转向可以揭示教
师学习数字化转型的内在根由。文章以Apt‐AIR认知思维框架为理论基础，利用认知网络分析法对4.3万教师5年的在线学习
数据进行跟踪分析，构造教师在线认知思维属性表征的平面参考系，以此阐释教师在线认知思维结构，把握数字化转型
期教师在线认知思维的发展趋势与特征。发现教师在线认知思维由低阶“参与认知”逐渐向高阶“调控享受认知”层次
连续发展，在各个时期呈现出不同的结构特征；“调节与理解认知”作为教师在线认知思维低阶转向的关键，牵引教师
突破经验桎梏；“关心和享受认知”是其高阶发展的重要支撑，推动教师创变核心实践。针对以上研究结果，文章依据
教师在线认知思维发展趋势与结构特征提供了有针对性的建议，为全面提升教师在线认知思维水平、推动教师发展的数
字化转型提供参考。
【关键词】数字化转型；在线学习；教师在线认知思维；结构特征；认知网络分析
Analysis on the Development and Characteristics of Teachers’ Online Epistemic Thinking in the Digital
Transformation Period
XING Yao and WANG Fan
(School of Smart Education, Jiangsu Normal University, Xuzhou 221116, China)
Abstract: Teachers’online learning is an important form of professional development paradigm change in the digital transformation period in
supporting the transformation and upgrading of teachers knowledge and practice. Teachers’online epistemic thinking is an endogenous force that
drives their consciousness, knowledge and ability reconstruction and that guides the practice of digital transformation. Its development and actual
transformation reveal the inner root of teachers’learning digital transformation. Based on the Apt-AIR epistemic thinking framework, this article
uses the epistemic network analysis method to track and to analyze five years’ online learning data of 43,000 teachers, and constructs a plane
reference system for the representation of teachers’online epistemic thinking attributes, in order to explain teachers’structure of online epistemic thinking, to grasp the development trend and characteristics of teachers’online epistemic thinking during the digital transformation period. It
is found that teachers’online epistemic thinking gradually develops from the low-order“participation cognition”to the high-order“regulation
and enjoyment cognition”, and shows different structural characteristics in each period. The“regulating and understanding cognition”is the
key to shift to lower-order online epistemic thinking, leading teachers to break the shackles of personal experience. The“caring and enjoying cognition”is an important support for higher-order development, leading teachers to make core practice changes. In view of the above results, this
article provides targeted suggestions based on the development trend and structural characteristics of teachers’online epistemic thinking, so as to
comprehensively improve teachers’online epistemic thinking levels and promote the digital transformation of teacher development.
Keywords: digital transformation; online learning; teachers’online epistemic thinking; structural features; epistemic network analysis
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