美国iPad项目及其对中国电子书包的启示  

iPad Programs in the United States and Its Implications for e-Schoolbag Projects in China

作　　者：郁晓华[1,2] 

机构地区：[1]华东师范大学教育信息技术学系,上海200062 [2]华东师范大学上海数字化教育装备工程技术研究中心,上海200062

出　　处：《开放教育研究》2014年第2期46-55,共10页Open Education Research

基　　金：2011年度国家社科基金重点课题"电子课本出版与生态发展研究"(11AXW001)子课题--电子课本发展的生态系统建设(44600931);2012年度上海市哲学社会科学规划一般课题"电子课本生态发展的研究"(2012BTQ001)

摘　　要：美国iPad项目与中国电子书包新一轮发展有着几乎一致的需求和目标,但同样经过三年多的发展,美国iPad项目更显成效。iPad项目在发展初期以高校试点为主,属于一种零星、松散的单个组织行为,但2011年秋季进入中小学校领域后则逐渐呈现出一种以地区为单位整体分阶段推进的特征。截至2013年2月,超过450万台iPad在美国教育领域应用。本文在对大量相关报道和官方发布资料进行整理和分析的基础上,讨论了美国iPad项目的方案、成效、面临的争议和问题,并从经费、进度、培训和管理四个方面探讨了对中国电子书包的启示。本文认为中国电子书包应确立自己的发展里程碑,聚集各方力量探讨共力机制。IPad programs in the United States and the new round of e-Schoolbag projects in China have almost iden- tical needs and aims. However, after three years of development in both nations, the programs in the United States have more obvious accomplishments. In the United States, the early period of development saw iPad programs adopted by individual universities and colleges in a sporadic and uncoordinated manner. More recently, iPad programs have been implemented by entire school districts in a series of planned phases. Up to February of 2013, more than four and a half million iPads have been sold to schools in the United States. This paper is based on the collection and analysis of a large number of relevant reports and official data. It discusses the various iPad programs in the U. S. , their effec- tiveness, their problems, the controversies they have aroused, and finally the implications they have for e-＇Schoolbag projects in China from the four aspects ： funding, curriculum planning, teacher training, and management. We argue that the time has now come for e-Schoolbag projects in China to set their own development milestones and for all inter- ested parties--schools, teachers, publishers and manufacturers--to establish a mechanism for cooperation.

关 键 词：IPAD 电子书包 方案 启发 

分 类 号：G434[文化科学—教育学]