“三个课堂”撬动城乡义务教育优质均衡发展的理性回归与渐进实践  

Rational Return and Progressive Practice of"Three Classrooms"to Leverage the High-quality and Balanced Development of Urban and Rural Compulsory Education

作　　者：孙佳 童名文[2] 付卫东[2] 戴红斌 龙陶陶[2] SUN Jia;TONG Mingwen;FU Weidong;DAI Hongbin;LONG Taotao(College of Education,Jianghan University,Wuhan Hubei 430056;Faculty of Artificial Intelligence in Education,Central China Normal University,Wuhan Hubei 430079;Normal College,Jinhua University of Vocational Technology,Jinhua Zhejiang 321007)

机构地区：[1]江汉大学教育学院,湖北武汉430056 [2]华中师范大学人工智能教育学部,湖北武汉430079 [3]金华职业技术大学师范学院,浙江金华321007

出　　处：《电化教育研究》2025年第3期56-63,共8页E-education Research

基　　金：2024年度浙江省教育科学规划一般课题“同步课堂远端学生学习投入度智能评测及应用研究”(课题编号:2024SCG083);2025年度浙江省哲学社会科学规划常规课题“同步课堂中乡村端学生认知投入提升策略及大规模实证研究”(课题编号:25NDJC176YB)。

摘　　要：“三个课堂”是打通城乡义务教育优质均衡发展最后一公里的中国特色信息化解决方案,然而,其区域推进质量呈现“木桶效应”。基于此,文章首先以义务教育优质均衡发展的内涵为基点,阐明“三个课堂”撬动城乡义务教育优质均衡发展的实践逻辑,即以政企校三位一体协同推进技术基座建设,实现“物”的兜底均衡,以创新驱动的在地化实践实现城乡学校中“人”的体验均衡与学校发展的特色均衡,以增值性差异化评价实现“三个课堂”促进义务教育中学生、教师、学校多主体协同发展的合格均衡。其次,“三个课堂”的渐进实践应呈现耦合发展,在构建多元共同体的基础之上,通过无缝学习、同侪研修以及优质资源数字化、共享化策略培育城乡义务教育中合格的学生、合格的教师以及合格的学校。最后,以X省Y市为例,分析了“三个课堂”在地化的渐进实践图景。The"Three Classrooms"is an solution with Chinese characteristic for bridging the last kilometer of high-quality and balanced development of urban and rural compulsory education.However,the quality of its regional promotion presents a"barrel effect".Based on this,this paper firstly took the connotation of high-quality and balanced development of compulsory education as the starting point,and elucidated the practical logic of the"three classrooms"to leverage the high-quality and balanced development of urban and rural compulsory education.That is,the construction of the technical foundation should be promoted through the synergy of government,enterprises,and schools,so as to achieve the bottom-up balance of"things";and innovation-driven localized practice should be used to achieve an experiential balance of"people"in urban and rural schools and a characteristic balance of school development;and value-added differentiated evaluation should be used to achieve a qualified balance of"Three Classrooms"in promoting the collaborative development of students,teachers,and schools in compulsory education.Secondly,the progressive practice of the"Three Classrooms"should present a coupled development.On the basis of building a pluralistic community,qualified students,qualified teachers and qualified schools in urban and rural compulsory education could be cultivated through seamless learning,peer training and the digitalization and sharing of quality resources.Finally,taking Y city in X province as an example,the progressive practical landscape of localizing the"Three Classrooms"was analyzed.

关 键 词：义务教育优质均衡发展 三个课堂 实践逻辑 渐进策略 在地化实践 

分 类 号：G434[文化科学—教育学]