乡村教师使用数字化教学资源的责任伦理及风险应对  

Responsibility Ethics and Risk Response of Rural Teachers in Using Digital Teaching Resources

作　　者：龚洪[1,2] 陈恩伦 唐旭[3] Go Hong;Chen Enlun;Tang Xu(School of Teacher Education,Southwest University,Chongqing 400715;School of Grammar,Wuchang Institute of Technology,Wuhan,Hubei 430223;School of Continuing Education,Southwest University,Chongqing 400715)

机构地区：[1]西南大学教师教育学院,重庆北碚400715 [2]武昌理工学院文法学院,湖北武汉430223 [3]西南大学继续教育学院,重庆北碚400715

出　　处：《中国电化教育》2024年第8期102-109,共8页China Educational Technology

基　　金：数字化学习技术集成与应用教育部工程研究中心2023年度创新基金项目“数字技术赋能教师专业发展成效研究”(项目编号:1331006)研究成果。

摘　　要：教育数字化转型进程里,确保乡村教师坚守数字与信息责任伦理,已成为合理运用数字资源提升高质量教学的职业操守。当乡村教师在使用数字化教学资源中失去责任伦理的规约与限制,易造成数字化信息茧房行为蔓延,致使数字化教学资源偏离乡土教情,损害数字化教学资源应用可信生态链。为提升乡村教师合理开发使用数字化教学资源,需要明确数字责任伦理的特定取旨,从强化主体责任伦理意识、紧扣乡村教学实际、恪守求真务实底线向度,纾解“信息茧房”行为泛化隐忧,提升“数实融合”尽责能力水平,夯实“可信尚善”责任行为规范。In the process of digital transformation of education,to ensure that rural teachers adhere to the digital and information responsibility ethics has become the professional ethics of rationally using digital resources to improve the quality of high-quality teaching.When rural teachers lose the rules and restrictions of responsibility ethics in the use of digital teaching resources,it is easy to cause the spread of digital information cocoon behavior,cause the digital teaching resources to deviate from the local teaching conditions,and damage the credible ecological chain of the application of digital teaching resources.To improve rural teachers reasonable development and use of digital teaching resources,need to clear digital responsibility ethics specific purport,from strengthening the subject responsibility ethics consciousness,stick to rural teaching practice,abide by practical line degree,relieve“information cocoon”behavior generalization concerns,enhance the level of“real integration”responsible ability,strengthen“credible is good”responsibility code of conduct.

关 键 词：乡村教师 数字化教学资源 高质量教学 数字责任 

分 类 号：G434[文化科学—教育学]