信息化助力农村地区义务教育均衡发展:问题、模式及建议——基于全国8省20县(区)的调查  

Problems,Models,and Suggestions for Promoting a Balanced Development of Compulsory Education in Rural Areas through Educational Informatization:Based on the Survey of 20 Counties(districts) in 8 Chinese Provinces

作　　者：张伟平[1,2] 王继新[3] 

机构地区：[1]华中师范大学信息化与基础教育均衡发展协同创新中心,湖北武汉430079 [2]湖南科技大学教育学院,湖南湘潭411201 [3]华中师范大学教育信息技术学院,湖北武汉430079

出　　处：《开放教育研究》2018年第1期103-111,共9页Open Education Research

基　　金：2016-2017年度教育部-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"(MCM20160409)

摘　　要：以信息化促进义务教育均衡发展受到社会各界的高度重视,文章在对全国8省20县调查的基础上,总结了农村地区基础教育办学和教育信息化建设存在的问题。办学中的问题是农村教学点的课程开不齐开不好、师资令人堪忧和留守儿童问题突出;教育信息化建设的问题是重建轻用、重硬轻软、重物轻人、重教轻学。针对这些问题,文章提出三种可行的教育信息化实践模式:共同体模式、"双师"模式和数字资源模式,并提出三点政策建议:积极推广三种模式、建立资源共建共享体系、构建多方协同的教育信息化驱动机制。Based on the survey of 20 counties in 8 Chinese provinces, this article summarizes the main problems existing in the basic education of counties in the rural, area and puts forward the models and policy recommendations for the rural education informatization construction of counties. The existing problems are embodied in two aspects： the quality of education in small rural schools and the problems of education informatization construction in rural coun- ties. The problems of education reflects in three aspects, which are teaching, teachers and left-behind children. The problems of education informationization construction are： emphasizing construction but ignoring application, paying attention to hardware but understating software, valuing things but understating people, emphasizing on teaching but ignoring learning. Three practical modes could be taken ： community model, model of double teachers, and model of digital resources. Policy recommendations include： actively popularizing the three models, constructing resource sha- ring strategies and multi-party cooperation system.

关 键 词：信息化 教育均衡发展 模式 建议 

分 类 号：G434[文化科学—教育学]