【摘要】：隨著信息技術(shù)的發(fā)展,教育信息化的發(fā)展日益受到國(guó)家層面的重視。以教育信息化帶動(dòng)教育現(xiàn)代化,成為國(guó)家教育發(fā)展的戰(zhàn)略共識(shí)。教育信息化的發(fā)展離不開(kāi)教育信息化政策的制度設(shè)計(jì)保障。為確保教育信息化適應(yīng)國(guó)家經(jīng)濟(jì)社會(huì)發(fā)展的需求與國(guó)際競(jìng)爭(zhēng)的環(huán)境,自20世紀(jì)80年代以來(lái),我國(guó)制定了一系列的教育信息化政策,在推動(dòng)教育信息化的進(jìn)程中起到重要的引領(lǐng)和保障作用�；赝麣v史,考察我國(guó)過(guò)去二十多年來(lái)的教育信息化政策發(fā)展變化歷程,對(duì)于我們反思經(jīng)驗(yàn),審度現(xiàn)實(shí),把握我國(guó)在全球教育信息化背景下的政策導(dǎo)向設(shè)計(jì),切實(shí)保障教育信息化的發(fā)展,具有重要的理論和實(shí)踐價(jià)值。本研究以1989~2016年之間我國(guó)國(guó)家層面的教育信息化政策文本為研究對(duì)象,運(yùn)用文獻(xiàn)研究、文本分析、TFIDF算法和聚類(lèi)分析法等相關(guān)定性與定量相結(jié)合的研究方法,從文本分析和內(nèi)容分析兩方面探究了我國(guó)教育信息化政策發(fā)展歷史的變遷軌跡,在量化研究的基礎(chǔ)上,建構(gòu)了教育信息化政策的發(fā)展階段、演進(jìn)特征、影響因素和關(guān)注度上升、持續(xù)、下降的主題,分析了教育信息化政策發(fā)展過(guò)程中存在的問(wèn)題,并揭示了對(duì)未來(lái)我國(guó)教育信息化政策制定的相關(guān)啟示。文章基本結(jié)構(gòu)如下:首先,圍繞研究主題,聚合教育信息化政策文獻(xiàn),運(yùn)用文獻(xiàn)研究法梳理目前國(guó)內(nèi)外教育信息化政策的研究現(xiàn)狀。其二,運(yùn)用文本屬性計(jì)量分析法對(duì)教育信息化政策進(jìn)行文本分析,分析其政策形式、政策歷年發(fā)布數(shù)量、政策年發(fā)布時(shí)間規(guī)律和制定主體,從而確定教育信息化政策發(fā)展經(jīng)歷的三個(gè)階段,并揭示每一階段發(fā)展的背景和內(nèi)容。其三,運(yùn)用ROST CM軟件對(duì)政策文本內(nèi)容分詞并提取關(guān)鍵詞;運(yùn)用TFIDF算法確定重要詞語(yǔ);使用BICOMB軟件提取高頻關(guān)鍵詞及構(gòu)建共現(xiàn)矩陣;使用SPSS軟件對(duì)高頻關(guān)鍵詞共現(xiàn)矩陣進(jìn)行聚類(lèi),對(duì)政策內(nèi)容進(jìn)行量化處理;再使用話語(yǔ)分析法對(duì)政策內(nèi)容量化后的結(jié)果進(jìn)行分析,從而揭示教育信息化政策演進(jìn)過(guò)程中的內(nèi)外部特征、影響因素和關(guān)注度上升的主題、持續(xù)關(guān)注的主題和關(guān)注度不高的主題。其四,概括本研究的主要結(jié)論,并從制定主體、理論研究、政策目標(biāo)傾斜等方面對(duì)我國(guó)未來(lái)教育信息化政策制定提出了若干啟示。
[Abstract]:With the development of information technology, the development of educational informatization has been paid more and more attention at the national level. It has become the strategic consensus of national education development to promote the modernization of education by education informatization. The development of educational informatization can not be separated from the system design guarantee of educational informatization policy. In order to ensure that education informatization meets the needs of national economic and social development and the environment of international competition, since the 1980s, China has formulated a series of educational informatization policies. In promoting the process of education information plays an important role in guidance and protection. Looking back at the history and reviewing the development and changes of educational informatization policies in China over the past 20 years, we have reflected on our experience, judged the reality and grasped the policy-oriented design of our country under the background of global education informatization. It has important theoretical and practical value to ensure the development of educational informatization. This study takes the educational informatization policy text at the national level between 1989 and 2016 as the research object, and combines the qualitative and quantitative methods, such as literature research, text analysis, TFIDF algorithm and cluster analysis, etc. This paper probes into the vicissitudes of the development history of educational informatization policy in China from two aspects of text analysis and content analysis. On the basis of quantitative research, it constructs the development stage, evolution characteristics, influencing factors and increasing attention of educational informatization policy. This paper analyzes the problems existing in the process of the development of educational informatization policy and reveals the relevant enlightenment to the future formulation of educational informatization policy in China. The basic structure of the article is as follows: firstly, focusing on the research theme, aggregating the educational information policy literature, using the literature research method to sort out the current domestic and foreign educational information policy research situation. Secondly, the text analysis of educational informatization policy is carried out by means of text attribute econometric analysis, and its policy form, the number of policy releases over the years, the time rule of policy release year and the main body of policy formulation are analyzed. In order to determine the three stages of the development of educational information policy, and reveal the background and content of each stage of development. Third, use ROST CM software to segment the policy text and extract key words; use TFIDF algorithm to determine important words; use BICOMB software to extract high-frequency keywords and construct co-occurrence matrix; SPSS software is used to cluster the cooccurrence matrix of high-frequency keywords, and the policy content is quantified. Then we use the discourse analysis method to analyze the results of the policy content quantification, so as to reveal the internal and external characteristics, the influence factors and the theme of increasing concern in the process of the evolution of educational informatization policy. The theme of continuous attention and the theme of low degree of attention. Fourthly, it summarizes the main conclusions of this study, and puts forward some enlightenments to the policy making of our country's future education informatization from the aspects of the main body of formulation, the theoretical research, the inclination of policy objectives, and so on.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G434

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 郭炯;鐘文婷;;特殊教育信息化環(huán)境建設(shè)與應(yīng)用現(xiàn)狀調(diào)查研究[J];電化教育研究;2016年04期

2 張趙姝影;鄭東輝;;“減負(fù)”何以可能:基于高頻詞匯的國(guó)家減負(fù)政策分析[J];上海教育科研;2016年03期

3 張倩葦;;教育信息化政策創(chuàng)新及其現(xiàn)代意義[J];教育導(dǎo)刊;2016年03期

4 劉W歴，

本文編號(hào)：2351410