【摘要】：從國家有關(guān)鄉(xiāng)村教育的頂層設(shè)計來看,“數(shù)字學校”被認為是補齊鄉(xiāng)村小規(guī)模學校的“短板”、幫助鄉(xiāng)村小規(guī)模學校“開齊課、開足課、開好課”的有效方案。近幾年來,在“農(nóng)村義務(wù)教育薄弱學校改造計劃”和“全面改善貧困地區(qū)義務(wù)教育薄弱學�；巨k學條件”項目的扶持下,鄉(xiāng)村小規(guī)模學校的辦學條件有了很大的改善,但是,師資和課程依舊是“短板”,“開不齊課、開不足課、開不好課”的困境突出。為此,國家決定實施“教學點數(shù)字教育資源全覆蓋”、“三通兩平臺”、“全國中小學教師信息技術(shù)應(yīng)用能力提升工程”三大項目,搭建“數(shù)字學�！币灾С粥l(xiāng)村小規(guī)模學校的發(fā)展�！皵�(shù)字學�！笔钦┙o的面向義務(wù)教育階段的免費數(shù)字教育資源供給體系,體現(xiàn)了國家以城市優(yōu)質(zhì)師資和教育資源提升鄉(xiāng)村小規(guī)模學校教學質(zhì)量、促進城鄉(xiāng)義務(wù)教育均衡的愿景�；诖�,本研究試圖梳理以下兩個問題:其一,實體學校與“數(shù)字學�！毕嘟Y(jié)合的策略是否可行?其二,面向鄉(xiāng)村小規(guī)模學校的“數(shù)字學校”合理的價值定位是什么?本研究首先對國家政策和已有的相關(guān)文獻進行梳理,試圖把握“數(shù)字學�！敝С粥l(xiāng)村小規(guī)模學校的愿景。進而,在重慶秀山土家族苗族自治縣和大足縣,云南省臨滄市滄源縣、保山市、曲靖市沾益縣、貴州黔東南苗族侗族等地區(qū)進行實地考察,了解各地鄉(xiāng)村小規(guī)模學校信息化基礎(chǔ)設(shè)施、數(shù)字教育資源、教師信息技術(shù)應(yīng)用能力培訓(xùn)以及信息化教學的情況。為進一步了解鄉(xiāng)村小規(guī)模學校應(yīng)用“數(shù)字學�！钡膶嵭�,本研究重點選取重慶秀山土家族苗族自治縣大溪中心校和重慶大足縣倒廟小學,進行參與式觀察和深度訪談,調(diào)查“數(shù)字學�！敝С粥l(xiāng)村小規(guī)模學校課堂教學的現(xiàn)狀以及教師和學生的態(tài)度,探討面向鄉(xiāng)村小規(guī)模學校的“數(shù)字學�！钡暮侠韮r值定位,并基于“數(shù)字學校”的合理價值嘗試提出“數(shù)字學�！敝С粥l(xiāng)村小規(guī)模學校路徑的優(yōu)化策略。研究發(fā)現(xiàn),鄉(xiāng)村小規(guī)模學校應(yīng)用“數(shù)字學�！痹谖⒂^實踐中形成了三種模式:一是鄉(xiāng)村小規(guī)模學校的“資源課”,即鄉(xiāng)村教師利用數(shù)字教育資源開展的多媒體教學;二是城鄉(xiāng)學校結(jié)對的“同步課”,即鄉(xiāng)村小規(guī)模學校學生通過遠程視頻互動系統(tǒng)同步觀看城市名校教師的課堂教學;三是鄉(xiāng)村小規(guī)模學校聯(lián)盟的“直播課”,即區(qū)域內(nèi)的小規(guī)模學校組成一個學校聯(lián)合體,通過直播平臺開設(shè)課程,共享師資。在這三種模式的支持下,鄉(xiāng)村小規(guī)模學�！伴_不齊課、開不足課”的問題得以緩解,但是,“開不好課”的困境依舊存在。具體而言,帶有“城市”標簽的數(shù)字教育資源脫離鄉(xiāng)村小規(guī)模學校的文化土壤,學生難以“內(nèi)化”;同時,技術(shù)的“大躍進”導(dǎo)致鄉(xiāng)村教師“技術(shù)荒”,使得“資源課”、“同步課”以及“直播課”的教學效果大打折扣。由此,本研究認為,承載著城市優(yōu)秀師資和教育資源的“數(shù)字學�！敝荒芫徑忄l(xiāng)村小規(guī)模學校“開不齊課、開不足課”的問題,并不能提高鄉(xiāng)村小規(guī)模學校的教學質(zhì)量。鄉(xiāng)村小規(guī)模學校的發(fā)展還是要與鄉(xiāng)土的自然與人文系統(tǒng)相融合,才能生成“活”的教育,實現(xiàn)人的全面發(fā)展。首先,確立“教育信息生態(tài)”理論視角下“數(shù)字學�！钡暮侠韮r值定位,強調(diào)鄉(xiāng)村教育信息生態(tài)系統(tǒng)中“人”的發(fā)展;其次,從系統(tǒng)觀出發(fā),落實“數(shù)字學�！钡纳鐣䥇f(xié)作,強調(diào)本土數(shù)字教育資源的建設(shè)和“數(shù)字學校”的教育教學服務(wù)功能;最后,借力“數(shù)字學�！苯逃虒W服務(wù)功能,為鄉(xiāng)村教師量身定做成長計劃,構(gòu)建網(wǎng)絡(luò)教研共同體,加強對信息化教學實踐的反思,提升鄉(xiāng)村教師信息化教學能力。
[Abstract]:From the top-level design of the country's rural education, "digital school" is regarded as a "short board" to complement rural small-scale schools, and an effective program to help rural small-scale schools "complete, open, open good classes". With the support of the project "Basic Conditions for Rural Schools with Weak Affairs Education", the conditions for running small-scale schools in rural areas have been greatly improved. However, teachers and curricula are still short-boarded, and the dilemma of "inadequate opening, inadequate opening and inadequate opening" is outstanding. The "Digital School" is a free digital education resource supply system for compulsory education, which is provided by the government and reflects the high quality teachers and teachers in cities. Based on this, this study attempts to sort out the following two questions: first, is it feasible to combine physical schools with "digital schools"? Second, what is the reasonable value orientation of "digital schools" for rural small-scale schools? Firstly, the research combs the state policy and the relevant literature, and tries to grasp the vision of "digital school" to support small-scale rural schools. Then, it conducts field tests in Xiushan Tujia and Miao Autonomous County and Dazu County, Xiushan County, Lincang City, Cangyuan County, Baoshan City, Zhanyi County, Qujing City, Qiandongnan Miao and Dong Nationality of Guizhou Province. To further understand the effectiveness of applying "digital school" in rural small-scale schools, this study focuses on the Daxi Central School in Xiushan Tujia and Miao Autonomous County of Chongqing and Chongqing. Through participatory observation and in-depth interview, this paper investigates the status quo of "digital school" supporting small-scale rural school classroom teaching and the attitude of teachers and students, discusses the reasonable value orientation of "digital school" for small-scale rural schools, and tries to put forward "number" based on the reasonable value of "digital school". The research finds that there are three modes in the micro-practice of applying "digital school" in rural small-scale schools: one is the "resource class" in rural small-scale schools, that is, the multi-media teaching carried out by rural teachers using digital educational resources; the other is the pairing of urban and rural schools. Synchronized course means that the students of small-scale rural schools watch the classroom teaching of teachers of famous urban schools synchronously through the remote video interactive system; the third is the "live class" of the rural small-scale school alliance, that is, the small-scale schools in the region form a school consortium and offer courses through the live platform to share teachers. However, the dilemma still exists. Specifically, the digital education resources with the label of "city" are separated from the cultural soil of rural small-scale schools, and students are difficult to "internalize"; at the same time, the "great leap forward" of technology leads to rural areas. The shortage of teachers'technology has greatly reduced the teaching effect of "resource class", "synchronous class" and "live class". The development of small-scale schools in rural areas should be integrated with the natural and humanistic systems of the countryside in order to create a "living" education and realize the all-round development of human beings. Secondly, from a systematic point of view, we should carry out the social cooperation of "digital schools" and emphasize the construction of local digital educational resources and the educational and teaching service function of "digital schools"; finally, we should make a growth plan for rural teachers, construct a network teaching and research community, and strengthen the educational and teaching service function of "digital schools". Reflection on the practice of information teaching promotes the ability of rural teachers in information teaching.
【學位授予單位】：西南大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G434

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