“数字学校”支持乡村小规模学校的路径研究

发布时间：2018-08-16 19:15

【摘要】：从国家有关乡村教育的顶层设计来看,“数字学校”被认为是补齐乡村小规模学校的“短板”、帮助乡村小规模学校“开齐课、开足课、开好课”的有效方案。近几年来,在“农村义务教育薄弱学校改造计划”和“全面改善贫困地区义务教育薄弱学校基本办学条件”项目的扶持下,乡村小规模学校的办学条件有了很大的改善,但是,师资和课程依旧是“短板”,“开不齐课、开不足课、开不好课”的困境突出。为此,国家决定实施“教学点数字教育资源全覆盖”、“三通两平台”、“全国中小学教师信息技术应用能力提升工程”三大项目,搭建“数字学校”以支持乡村小规模学校的发展。“数字学校”是政府供给的面向义务教育阶段的免费数字教育资源供给体系,体现了国家以城市优质师资和教育资源提升乡村小规模学校教学质量、促进城乡义务教育均衡的愿景。基于此,本研究试图梳理以下两个问题:其一,实体学校与“数字学校”相结合的策略是否可行?其二,面向乡村小规模学校的“数字学校”合理的价值定位是什么?本研究首先对国家政策和已有的相关文献进行梳理,试图把握“数字学校”支持乡村小规模学校的愿景。进而,在重庆秀山土家族苗族自治县和大足县,云南省临沧市沧源县、保山市、曲靖市沾益县、贵州黔东南苗族侗族等地区进行实地考察,了解各地乡村小规模学校信息化基础设施、数字教育资源、教师信息技术应用能力培训以及信息化教学的情况。为进一步了解乡村小规模学校应用“数字学校”的实效,本研究重点选取重庆秀山土家族苗族自治县大溪中心校和重庆大足县倒庙小学,进行参与式观察和深度访谈,调查“数字学校”支持乡村小规模学校课堂教学的现状以及教师和学生的态度,探讨面向乡村小规模学校的“数字学校”的合理价值定位,并基于“数字学校”的合理价值尝试提出“数字学校”支持乡村小规模学校路径的优化策略。研究发现,乡村小规模学校应用“数字学校”在微观实践中形成了三种模式:一是乡村小规模学校的“资源课”,即乡村教师利用数字教育资源开展的多媒体教学;二是城乡学校结对的“同步课”,即乡村小规模学校学生通过远程视频互动系统同步观看城市名校教师的课堂教学;三是乡村小规模学校联盟的“直播课”,即区域内的小规模学校组成一个学校联合体,通过直播平台开设课程,共享师资。在这三种模式的支持下,乡村小规模学校“开不齐课、开不足课”的问题得以缓解,但是,“开不好课”的困境依旧存在。具体而言,带有“城市”标签的数字教育资源脱离乡村小规模学校的文化土壤,学生难以“内化”;同时,技术的“大跃进”导致乡村教师“技术荒”,使得“资源课”、“同步课”以及“直播课”的教学效果大打折扣。由此,本研究认为,承载着城市优秀师资和教育资源的“数字学校”只能缓解乡村小规模学校“开不齐课、开不足课”的问题,并不能提高乡村小规模学校的教学质量。乡村小规模学校的发展还是要与乡土的自然与人文系统相融合,才能生成“活”的教育,实现人的全面发展。首先,确立“教育信息生态”理论视角下“数字学校”的合理价值定位,强调乡村教育信息生态系统中“人”的发展;其次,从系统观出发,落实“数字学校”的社会协作,强调本土数字教育资源的建设和“数字学校”的教育教学服务功能;最后,借力“数字学校”教育教学服务功能,为乡村教师量身定做成长计划,构建网络教研共同体,加强对信息化教学实践的反思,提升乡村教师信息化教学能力。
[Abstract]:From the top-level design of the country's rural education, "digital school" is regarded as a "short board" to complement rural small-scale schools, and an effective program to help rural small-scale schools "complete, open, open good classes". With the support of the project "Basic Conditions for Rural Schools with Weak Affairs Education", the conditions for running small-scale schools in rural areas have been greatly improved. However, teachers and curricula are still short-boarded, and the dilemma of "inadequate opening, inadequate opening and inadequate opening" is outstanding. The "Digital School" is a free digital education resource supply system for compulsory education, which is provided by the government and reflects the high quality teachers and teachers in cities. Based on this, this study attempts to sort out the following two questions: first, is it feasible to combine physical schools with "digital schools"? Second, what is the reasonable value orientation of "digital schools" for rural small-scale schools? Firstly, the research combs the state policy and the relevant literature, and tries to grasp the vision of "digital school" to support small-scale rural schools. Then, it conducts field tests in Xiushan Tujia and Miao Autonomous County and Dazu County, Xiushan County, Lincang City, Cangyuan County, Baoshan City, Zhanyi County, Qujing City, Qiandongnan Miao and Dong Nationality of Guizhou Province. To further understand the effectiveness of applying "digital school" in rural small-scale schools, this study focuses on the Daxi Central School in Xiushan Tujia and Miao Autonomous County of Chongqing and Chongqing. Through participatory observation and in-depth interview, this paper investigates the status quo of "digital school" supporting small-scale rural school classroom teaching and the attitude of teachers and students, discusses the reasonable value orientation of "digital school" for small-scale rural schools, and tries to put forward "number" based on the reasonable value of "digital school". The research finds that there are three modes in the micro-practice of applying "digital school" in rural small-scale schools: one is the "resource class" in rural small-scale schools, that is, the multi-media teaching carried out by rural teachers using digital educational resources; the other is the pairing of urban and rural schools. Synchronized course means that the students of small-scale rural schools watch the classroom teaching of teachers of famous urban schools synchronously through the remote video interactive system; the third is the "live class" of the rural small-scale school alliance, that is, the small-scale schools in the region form a school consortium and offer courses through the live platform to share teachers. However, the dilemma still exists. Specifically, the digital education resources with the label of "city" are separated from the cultural soil of rural small-scale schools, and students are difficult to "internalize"; at the same time, the "great leap forward" of technology leads to rural areas. The shortage of teachers'technology has greatly reduced the teaching effect of "resource class", "synchronous class" and "live class". The development of small-scale schools in rural areas should be integrated with the natural and humanistic systems of the countryside in order to create a "living" education and realize the all-round development of human beings. Secondly, from a systematic point of view, we should carry out the social cooperation of "digital schools" and emphasize the construction of local digital educational resources and the educational and teaching service function of "digital schools"; finally, we should make a growth plan for rural teachers, construct a network teaching and research community, and strengthen the educational and teaching service function of "digital schools". Reflection on the practice of information teaching promotes the ability of rural teachers in information teaching.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434

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