北欧五国基础教育信息化现状、推进路径与启示  

Status Quo, Promotion Path and Implication of Basic Education Informatization in Five Nordic Countries

作　　者：李卉萌 Huimeng LI(School of Education,Shanghai International Studies University,Shanghai 201620)

机构地区：[1]上海外国语大学国际教育学院,上海201620

出　　处：《中国教育信息化》2022年第2期67-76,共10页Chinese Journal of ICT in Education

基　　金：2017年度上海外国语大学第二届导师学术引领计划立项项目“高校初任教师专业发展需要评估与成长路径研究”(编号:41000781)。

摘　　要：在新冠肺炎疫情期间,大多数国家均转为在线教学,北欧五国在此方面表现比较突出。文章在深入研究北欧五国基础教育信息化建设现状的基础上,对其政策推进的具体路径进行分析,了解其战略及政策实施过程中的责任机构设立情况、近年来发展路径的明显特征、所实施的各项具体措施以及完善的评估机制;结合我国目前基础教育信息化建设过程中存在的问题及未来发展方向,总结北欧基础教育信息化发展特征以及对我国的一些启示,即制定数字设备在校应用规范、注重数字资源调配、重视实地调研并吸取多方意见、推动将编程教育纳入课程改革大纲与培训中。During the COVID-19 pandemic, most countries had switched the face-to-face courses to online teaching. The Nordic five countries outstandingly exemplified their teaching mode and quality insurance of online teaching. By deep study on the current situation of basic education informatization construction in five Nordic countries, this article analyzes the specific path of policy promotion, provides the further understanding of the responsible institutions’ establishment of strategy and policy implementation, the obvious characteristics of development path in recent years, the specific measures implemented, and a sound evaluation mechanism. Combining with the current problems in the basic education informatization construction in China and the future development direction, this article summarizes the development characteristics of basic education informatization in Northern Europe. The implications, include formulating the application specifications of digital equipment in schools, paying attention to the allocation of digital resources and field research, absorbing opinions from all kinds of parties, and promothy the integration of programming education into the carriculum reform outline and training.

关 键 词：北欧 基础教育 教育信息化 数字教育 

分 类 号：G434[文化科学—教育学]