数字化教学中的“人文温度”：学生导向型 在线教育中教师角色与教学实践的转型

“Human Warmth” in Digital Teaching: The Transformation of Teacher Roles and Teaching Practices in Student-Oriented Online Education

摘要: 在数字化教学浪潮中，“人文温度”的维系成为学生导向型在线教育转型的核心议题。教师伦理角色正从知识权威转向“教练与导师”，营造一个知识共建和人文关怀的开放学习环境。教师也应将数字教育与人文关怀融合，强化对学生的共情。学生导向型理念驱动教师依据学生的需求动态调整教学内容，而数字化教学管理模式就能更好地辅助教师监测学生学习情况的动态变化，从而及时调整教学策略。同时，教师自我效能感、数字教学技术和人文关怀能力的融合也显著影响教学体验质量，是整合数字化教学管理技术与教育温度的关键。教学与管理的成功转型需要超越工具的理性，将教学重塑为以关系为基石、以学生福祉为导向的共构过程，在提升效率的同时守护教育的人文内核。

Abstract: Amid the rise of digital teaching, sustaining a “Human Warmth” has become a central concern in the student-oriented transformation of online education. The ethical role of teachers is shifting from that of knowledge authority to that of “coach and mentor”, with an emphasis on creating an open learning environment grounded in knowledge co-construction and humanistic care. Teachers should also integrate digital education with humanistic care and strengthen their empathy toward students. A student-oriented approach encourages teachers to adjust instructional content dynamically in response to learners’ needs, while digital teaching management models can better assist teachers in monitoring changes in students’ learning conditions and in revising teaching strategies in a timely manner. At the same time, the integration of teachers’ self-efficacy, digital teaching competence, and capacity for humanistic care has a significant impact on the quality of the teaching experience, and constitutes a key factor in combining digital teaching management technologies with educational warmth. The successful transformation of teaching and management therefore requires moving beyond instrumental rationality and reshaping teaching as a relationally grounded, student-wellbeing-oriented process of co-construction, one that improves efficiency while preserving the humanistic core of education.