中国电化教育

“优师计划”旨在从源头上提高乡村教师队伍质量,是培养高质量职前乡村教师的新途径。“优师计划”师范生培养是一个由不同要素与外部环境联动形成的系统工程。该文借助扎根理论开展质性研究,对高校管理者、乡村学校教师及在读师范生进行面对面深度访谈,提炼出数字化赋能“优师计划”师范生培养的主体要素、资源要素、环境要素和制度要素等四个核心要素,以此构建面向“优师计划”师范生培养的数字化生态,并对其要素内涵、运行机制、生态特征及应用成效进行深度解析,进而提出主体能力强化,资源效能优化,环境生态催化、制度保障创新、技术伦理建构等数字化赋能“优师计划”师范生培养的发展路径,以期服务高素质专业化乡村教师队伍发展、助力城乡教育优质均衡及教育强国建设目标的实现。

The “Outstanding Teacher Program” aims to improve the quality of rural teacher teams at the source and serves as a new approach to cultivating high-quality pre-service rural teachers. The cultivation of normal students under this program is a systematic project formed by the linkage between various elements and the external environment. By adopting grounded theory for qualitative research, this paper conducts in-depth face-to-face interviews with university administrators, rural school teachers, and current normal students. It extracts four core elements for the digital empowerment of normal student cultivation: subject elements, resource elements, environmental elements, and institutional elements. Based on these elements, a digital ecology for the cultivation of “Outstanding Teacher Program” normal students is constructed, with in-depth analysis of the connotations of the elements, operational mechanisms, ecological characteristics and application effectiveness. Furthermore, development paths for digital empowerment are proposed, including strengthening subject capabilities, optimizing resource efficiency, catalyzing environmental ecology, innovating institutional safeguards, and constructing technological ethics. These paths are intended to support the development of a highquality and professional rural teacher team, facilitate the high-quality and balanced development of urban and rural education, and contribute to the achievement of the goal of building a strong education country.