內(nèi)生發(fā)展：現(xiàn)代教育技術融入邊境民族地區(qū)薄弱學校的路徑研究
發(fā)布時間：2019-02-13 20:46
【摘要】：邊境民族地區(qū)薄弱學校的現(xiàn)代教育技術應用,是以教育信息化項目為依托的�！稗r(nóng)遠工程”、“薄改計劃”和“三通兩平臺”等項目的分步實施,一定程度上推動了邊境民族地區(qū)薄弱學校的發(fā)展。但是,項目實施的標準化模式與學校發(fā)展的獨特性之間矛盾突出�，F(xiàn)代教育技術如何融入邊境民族地區(qū)薄弱學校教育發(fā)展,成為急需解決的研究課題。本研究以廣西崇左市憑祥市與云南省文山州馬關縣為田野考察點,采用問卷調(diào)查、訪談和參與式觀察的研究方法。從學校管理人員、學科教師、學生三個視角,對邊境民族地區(qū)薄弱學校的現(xiàn)代教育技術在硬件、軟件、潛件三個層面上的現(xiàn)狀做了具體分析,發(fā)現(xiàn)邊境民族地區(qū)薄弱學校普遍存在以下問題：硬件設施建設相對完善,“潛件”理念相對落后；數(shù)字教學資源共享機制仍未形成；另外信息化教學應用情況因?qū)W校所處的地域的不同而存在差異,雖然極少數(shù)學校實現(xiàn)了“異地同堂”實時同步直播課堂,但由于學生主體的特殊性而難以適應。本研究針對邊境民族地區(qū)薄弱學校現(xiàn)代教育技術的應用現(xiàn)狀,基于內(nèi)生發(fā)展理論,提出了現(xiàn)代教育技術融入該地區(qū)薄弱學校的內(nèi)生發(fā)展路徑。具體策略為：1.建立現(xiàn)代教育技術的常態(tài)應用機制。對于邊境民族地區(qū)教育信息化建設起點低的村級學校,給予教育信息化發(fā)展政策支持,著重硬件基礎設施的建設與維護；對于硬件設施相對完備的鄉(xiāng)鎮(zhèn)學校,要注重搭建邊境民族地區(qū)教育信息化資源庫或資源平臺,形成數(shù)字教學資源共建共享機制。對于教師教育技術能力培訓制度,要針對邊境民族地區(qū)薄弱學校信息技術人才隊伍的發(fā)展需要,不斷完善以提高培訓實效。2.搭建數(shù)字教學資源共享平臺。借助全國文化信息資源共享工程建設平臺。依托數(shù)字圖書館建設工程和公共電子閱覽室建設工程,搭建一個廣泛的數(shù)字教學資源共享平臺,從而實現(xiàn)數(shù)字教學資源共享。3.著力于促進現(xiàn)代教育技術與課程的深度融合。在現(xiàn)代教育理論指導下,轉(zhuǎn)變教育觀念,并將對設備的學習和應用與現(xiàn)代教育觀念更新有機地結合起來,并且應對教育體系、教學模式、教學手段進行全面的改革,進一步探尋現(xiàn)代教育技術與課程深度融合的方法。4.營造信息化人文環(huán)境。對于硬件設施配置完善、擁有教學資源建設能力的縣級學校需要依靠自我驅(qū)動,需要從現(xiàn)代教育技術新設備與該地區(qū)的多元文化、自然環(huán)境共融共生的角度出發(fā),營造信息化人文環(huán)境,為現(xiàn)代教育技術融入學校的發(fā)展提供保障。
[Abstract]:The application of modern educational technology in the weak schools in border areas is based on the educational informatization project. The implementation of the projects such as "Agriculture and Yuan Project", "thin Reform Plan" and "three links and two platforms" has promoted the development of weak schools in the border ethnic areas to a certain extent. However, the contradiction between the standardization mode of project implementation and the uniqueness of school development is prominent. How to integrate modern educational technology into the development of weak schools in border ethnic areas has become an urgent research topic. In this study, Pingxiang City, Chongzuo City, Guangxi, and Maguan County, Wenshan Prefecture, Yunnan Province, were chosen as field investigation points. The research methods of questionnaire, interview and participatory observation were used. From the perspectives of school administrators, subject teachers and students, this paper makes a concrete analysis of the current situation of the modern education technology in the weak schools in the border ethnic areas at the three levels of hardware, software and potential. It is found that the following problems exist in the weak schools in the border ethnic areas: the construction of hardware facilities is relatively perfect, and the concept of "latent parts" is relatively backward; The sharing mechanism of digital teaching resources is still not formed; In addition, there are differences in the application of information teaching because of the different regions of the schools. Although very few schools have realized the "different places and the same hall" real-time live broadcast classroom, it is difficult to adapt to it because of the particularity of the students' main body. Based on the theory of endogenous development, this study puts forward an endogenous development path for the integration of modern educational technology into weak schools in border minority areas. The specific strategies are as follows: 1. To establish the normal application mechanism of modern educational technology. For the rural schools with low starting point in the construction of educational informatization in border ethnic areas, the policy support for the development of educational informatization should be given, with emphasis on the construction and maintenance of hardware infrastructure; For the township schools with relatively complete hardware facilities, we should pay attention to the establishment of the educational information resource database or resource platform in the border ethnic areas, and form the sharing mechanism of the digital teaching resources. For the training system of teachers' educational technical ability, it is necessary to improve the training effect in order to meet the needs of the development of weak school information technology talents in border ethnic areas. 2. Build a digital teaching resources sharing platform. With the help of national cultural information resources sharing project construction platform. Relying on the digital library construction project and the public electronic reading room construction project, a wide range of digital teaching resources sharing platform is built, thus realizing the digital teaching resources sharing. Focus on promoting the deep integration of modern educational technology and curriculum. Under the guidance of modern educational theory, we should change the concept of education, combine the study and application of equipment with the renewal of modern educational concept, and reform the educational system, the teaching model and the teaching means in an all-round way. Further explore the method of deep integration of modern educational technology and curriculum. 4. Create an information-based humanistic environment. For the county-level schools with perfect hardware facilities and the ability to build teaching resources, they need to rely on self-drive, and from the point of view that modern educational technology, new equipment, and the multi-cultural and natural environment of the region are in harmony and symbiosis. Construct the information humanities environment, provide the guarantee for the development of the modern education technology into the school.
【學位授予單位】：西南大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G434
本文編號：2421869
[Abstract]:The application of modern educational technology in the weak schools in border areas is based on the educational informatization project. The implementation of the projects such as "Agriculture and Yuan Project", "thin Reform Plan" and "three links and two platforms" has promoted the development of weak schools in the border ethnic areas to a certain extent. However, the contradiction between the standardization mode of project implementation and the uniqueness of school development is prominent. How to integrate modern educational technology into the development of weak schools in border ethnic areas has become an urgent research topic. In this study, Pingxiang City, Chongzuo City, Guangxi, and Maguan County, Wenshan Prefecture, Yunnan Province, were chosen as field investigation points. The research methods of questionnaire, interview and participatory observation were used. From the perspectives of school administrators, subject teachers and students, this paper makes a concrete analysis of the current situation of the modern education technology in the weak schools in the border ethnic areas at the three levels of hardware, software and potential. It is found that the following problems exist in the weak schools in the border ethnic areas: the construction of hardware facilities is relatively perfect, and the concept of "latent parts" is relatively backward; The sharing mechanism of digital teaching resources is still not formed; In addition, there are differences in the application of information teaching because of the different regions of the schools. Although very few schools have realized the "different places and the same hall" real-time live broadcast classroom, it is difficult to adapt to it because of the particularity of the students' main body. Based on the theory of endogenous development, this study puts forward an endogenous development path for the integration of modern educational technology into weak schools in border minority areas. The specific strategies are as follows: 1. To establish the normal application mechanism of modern educational technology. For the rural schools with low starting point in the construction of educational informatization in border ethnic areas, the policy support for the development of educational informatization should be given, with emphasis on the construction and maintenance of hardware infrastructure; For the township schools with relatively complete hardware facilities, we should pay attention to the establishment of the educational information resource database or resource platform in the border ethnic areas, and form the sharing mechanism of the digital teaching resources. For the training system of teachers' educational technical ability, it is necessary to improve the training effect in order to meet the needs of the development of weak school information technology talents in border ethnic areas. 2. Build a digital teaching resources sharing platform. With the help of national cultural information resources sharing project construction platform. Relying on the digital library construction project and the public electronic reading room construction project, a wide range of digital teaching resources sharing platform is built, thus realizing the digital teaching resources sharing. Focus on promoting the deep integration of modern educational technology and curriculum. Under the guidance of modern educational theory, we should change the concept of education, combine the study and application of equipment with the renewal of modern educational concept, and reform the educational system, the teaching model and the teaching means in an all-round way. Further explore the method of deep integration of modern educational technology and curriculum. 4. Create an information-based humanistic environment. For the county-level schools with perfect hardware facilities and the ability to build teaching resources, they need to rely on self-drive, and from the point of view that modern educational technology, new equipment, and the multi-cultural and natural environment of the region are in harmony and symbiosis. Construct the information humanities environment, provide the guarantee for the development of the modern education technology into the school.
【學位授予單位】：西南大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G434
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