基于学习生态学的数字化区域教研共同体探析  

Exploring the Digital Regional Teaching and Research Community Based on Learning Ecology

作　　者：王白萍 WANG Baiping(Qingzhou Educational Science Research Institute,Quanzhou Fujian 362100,China)

机构地区：[1]泉州市教育科学研究院,福建泉州362100

出　　处：《教育参考》2025年第2期40-46,83,共8页Education Approach

基　　金：福建省教育科学“十四五”规划2023年度专项课题“基于‘备—教—学—评一体化’区域教研共同体的实践研究——以高中信息技术为例”(课题编号:Fjygzx23-139)的阶段性研究成果。

摘　　要：基于学习生态学理论,文章探讨数字化区域教研共同体在实际运作中面临的困境及应对策略。当前,数字化区域教研共同体存在教师主体性缺失、归属感不强、内生动力不足等问题,同时外部也缺乏完善的管理评价机制,资源整合和适配度低,缺乏深度互动,制约了教研共同体的可持续发展。为应对上述困境,研究建议通过建立自下而上的教研机制,提供个性化教研支持,以激发教师的主体性;设立明确的目标与奖励机制,构建成果转化机制,从而增强教师的参与感和内生动力,促进生态主体的和谐发展;完善管理评价机制,提升资源的适配度和整合度,推动互动深度的提升,优化学习生态环境,进一步增强生态系统的协同性。This paper explores the challenges and countermeasures of digital regional teaching and research communities(TRCs)from the perspective of learning ecology theory.Currently,digital regional TRCs face several issues,including the lack of teacher subjectivity,weak sense of belonging,and insufficient intrinsic motivation.Additionally,there is a lack of a sound management and evaluation mechanism,low integration and matching degree of resources,and a lack of in-depth interaction,all of which restrict the sustainable development of the TRCs.To address these challenges,it is suggested that a bottom-up teaching and research mechanism be established to provide personalized support and thereby stimulate teacher subjectivity.Clear goals and reward mechanisms should be set,and a mechanism for the transformation of research results should be built to enhance teachers’sense of participation and intrinsic motivation,promoting the harmonious development of ecological entities.Moreover,it is necessary to improve the management and evaluation mechanisms,enhance the matching and integration of resources,deepen interaction,optimize the learning ecology environment,and further strengthen the synergy of the ecosystem.

关 键 词：学习生态学 数字化 区域教研共同体 实施策略 

分 类 号：G63[文化科学—教育学]