虚拟教研室内涵、运行现状及建设对策探析  

Research on the Connotation,Operation Status,and Countermeasures of Virtual Teaching and Research Centers

作　　者：雷云[1] 刘智勇[1] 丁晓蕾[1] LEI Yun;LIU Zhi-yong;DING Xiao-lei(Academic Affairs Office,Nanjing Agricultural University,Nanjing,Jiangsu 210095,China)

机构地区：[1]南京农业大学教务处,江苏南京210095

出　　处：《教育教学论坛》2024年第11期25-28,共4页Education And Teaching Forum

基　　金：2021年度江苏省高等教育学会评估委员会课题“大数据环境下高等教育质量保障数据治理途径与方法研究”(127);2021年度南京农业大学校级教改项目“基于‘互联网+’的高校基层教学组织建设体系研究”(2021Y080)。

摘　　要：在传统基层教学组织日渐式微背景下,虚拟教研室在“智能+”信息化时代开始大规模建设,信息化、基层教学组织、协同教研新形态是虚拟教研室的3个主要特征。国家级虚拟教研室的建设探索概括为搭建平台、召开工作会议、共建优质资源、开展教师培训和建立评价监测机制5点。最后,从加强学校顶层设计、聚焦特色分类发展、整合资源发挥协同作用、建立结合学科特色的评价监测和激励机制4个方面提出加强虚拟教研室建设的对策,为各学校虚拟教研室的建设提供参考。Against the backdrop of the gradual decline of traditional grassroots teaching organizations,virtual teaching and research centers have begun to be constructed on a large scale in the era of“intelligence+”information technology.Information technology,grassroots teaching organizations,and new forms of collaborative teaching and research are the three main characteristics of virtual teaching and research centers.The construction exploration of national level virtual teaching and research centers can be summarized as five points:building a platform,holding work meetings,jointly building high-quality resources,conducting teacher training,and establishing evaluation and monitoring mechanisms.Finally,countermeasures are proposed to strengthen the construction of virtual teaching and research centers from four aspects:strengthening the top-level design of schools,focusing on characteristic classification development,integrating resources to play a synergistic role,and establishing evaluation,monitoring,and incentive mechanisms that combine subject characteristics providing reference for the construction of virtual teaching and research sections in various universities and colleges.

关 键 词：虚拟教研室 基层教学组织 信息化 评价 

分 类 号：G642.0[文化科学—高等教育学]