中国电化教育

在"十三五"的规划之年,对"十二五"的经验总结非常必要。为推进基础教育中信息化项目,研究团队采用结构化访谈的方式收集了16个来自南京市基础教育阶段的信息化特色项目案例,再通过构建的案例剖析框架对其进行内容分析,发现:一方面,就设计而言,项目指向了对"人"的关注,并以探索技术与学科的融合为主;前期建立核心团队、专用空间和共享知识库等;过程中多选择中年级为试点班级;最终取得隐性和显性两类效果。另一方面,就行动而言:项目是基于学校的需求出发,以促进学生的成长为目的;经历了计划与规划、试点与改进、开展与完善、展示与优化、总结与分析等步骤;通过建立相关机制来规避风险;最终形成成果并扩大项目的规模。项目中存在以下不足:数据中心建设不够、已有平台存在缺陷、信息化教学未常态化、独立于课程标准体系之外的项目加重教师负担等。面对该问题,在未来智慧校园的环境下,推进信息化特色项目的发展要关注支持泛在学习的空间建设,逐步变革该空间下教学结构和教学方法,以实现对学生的核心素养的培养。

At the beginning of the 13 th Five-Year Plan, it is necessary to summarize the experience of the 12 th Five-Year Plan. In order to promote the informational project with characteristics in K12, a study on 16 cases from Nanjing, collecting by structured interviews, has been carried out. It found that in terms of design, the project pays attention to human, and focuses on the integration of IT with curriculum. During the early project phases, core team, private space and shared knowledge base are established. The project develops pilot work in students from the third grade through the fifth. And the achievement of project includes implicit and dominant outcomes. In terms of action, project planning is based on the needs of school and aimed at promoting the growth of students. The project implementation process includes designing and planning, pilot and improvement, development and improvement, display and optimization, summary and analysis. During the project, the related mechanism is established to avoid the project risks. At the end of the project, the prospect includes a summary of existing achievements and an expansion of project scale. The present problems are that, data centers are less, the platform is flawed, the information teaching is not normal, and projects that are independent of the curriculum standard can increase pressure of teachers. To solve the above problems, in the environment of wisdom campus, the development of informational project could pay attention to building intelligent spaces for facilitating ubiquitous learning, to gradually changing the teaching structure and method for cultivating the key competencies of students.