中国电化教育

专递课堂是现阶段我国改善义务教育薄弱环节，促进区域义务教育优质均衡发展的重要方式。但许多区域建设与应用专递课堂却出现推进困难、效果不佳等问题。为此，基于在广东和吉林等区域的实践探索，调研梳理了区域推进专递课堂面临的三个核心问题，有针对性地构建了“互联网+”环境下专递课堂持续建设和常态化应用的三大机制，以期帮助区域摆脱当前困境，顺利开展专递课堂建设与应用。三大机制一是具有统筹调度、需求研判和协调满足功能的专递课堂组织领导机制；二是专递课堂支持服务机制，包括提升教师教学能力的支持服务机制、协同备课与教学反思机制、在线学习与教研支持服务机制、主讲教师访教机制等四个子机制；三是专递课堂激励保障机制，包含了多维教学激励机制、过程监控与交流评价机制、经费与资源保障机制三个子机制。希望三个互联互促的系统化机制的实施，能够保障“互联网+”环境下专递课堂的持续建设和常态化应用，推进区域义务教育的优质均衡发展，提高教育质量。

Special delivery classroom is an important way to improve the weak part of compulsory education and promote the balanced development of regional compulsory education. However, in many regions, the development and application of special delivery classroom are difficult to promote, the effect is not good. According to the research and practice of exploration in the relevant regions in Guangdong province and Jilin province, the thesis sums up the three core problems in regions to promoting the “Internet +” delivery class. Then the paper puts forward the three kinds of mechanisms to help the areas build and apply special delivery classroom continuously and smoothly. Three major mechanisms include the organization and leadership mechanism, service supporting mechanism and incentive & safeguard mechanism. The authors expect the implementation of the three major mechanisms can help all regions continuously develop and apply the special “Internet +” delivery class, so that the whole country can promote regional quality of compulsory education balanced development and improve the quality of education.