信息化助力县域内教育优质均衡发展研究  

Research on Informatization Promoting Balanced Development of Education Quality in County Area

作　　者：王继新 张伟平[2] 

机构地区：[1]华中师范大学教育信息技术学院,湖北武汉430079 [2]华中师范大学信息化与基础教育均衡发展湖北省协同创新中心,湖北武汉430079

出　　处：《中国电化教育》2018年第2期1-7,共7页China Educational Technology

基　　金：教育部-中国移动科研基金项目"教育信息化支持实现县域内教育均衡发展模式与政策研究"(项目编号:MCM20160409)的研究成果

摘　　要：该文基于对全国8个省(市)的20个县(区、市)域的调查分析了位于这些地区的长白山片区、武陵山片区、幕阜山和大别山片区及乌蒙山片区教育不均衡的表现与具体成因。在此基础上,通过实践探索和调查研究总结提出了四种信息化促进县域教育均衡发展的实践模式:双轨制数字学校模式、城乡互助的"双师"模式、有组织的MOOC模式和适切性数字资源全覆盖模式,并结合具体的实践案例对其进行了深度分析。而后,笔者从教育公平、教育资源配置和教育生态学的角度分析了四种模式的理论意义及其对县域开展教育信息化促进教育均衡发展的实践意义。最后,就四种模式的可持续发展提出了相应的政策建议。Based on the investigation on 20 counties （area, city） region of 8 provinces, the author analysis the typical performance of unbalanced education development： the overall development of rural teaching points, the gap between urban and rural education development is obvious and worrying in remote mountainous areas of poverty education lags behind. On this basis, the author put forward four educational information practice models to promote balanced development of high quality education in the county. The four models are： double track digital school model, double teacher model of mutual assistance between urban and rural areas, organized and restrained MOOC model and appropriate digital resource model. From the perspective of educational equity, educational resource allocation and educational ecology, the author analyzes the theory value of the four models and the practice value to the balanced development of rural area education. Finally, the author puts forward the policy recommendations for the construction of county education informatization.

关 键 词：信息化 县域 优质均衡发展 政策 

分 类 号：G434[文化科学—教育学]