中国电化教育

新世纪后的基础教育课程改革已经持续了20多年的时间，弄清楚课程改革在农村取得的成效，有没有促进农村学校教学形态发生根本性变革是一个十分重要的政策议题。对全国5省6个县(市)的实地调查发现，农村教学变革已在很大程度上实现了从传统的应试教育向素质教育转型，同时也面临着诸多挑战。体现在新课改理念被普遍认同，但课堂“传统三中心”仍未根本扭转；教学方法趋向多元化，但中老年教师依然偏重传统教学；教学内容注重与实际生活和其他学科知识的联系，但对所教知识的整合能力不足；学生的主体地位不断提升，但效果还需加强；已认识到多元评价的重要性，但“唯分数”问题依然突出；多媒体教学在农村学校课堂使用率提升，但偏远地区和老教师对信息技术的应用水平仍然较低。农村教学深度变革受到教师主体、评价导向、外部支持、制度保障等多重因素的影响。未来，需要多举措促进农村教师专业发展，提高教师课改执行能力；完善学生和教师评价体系，正确引导课改方向；强化外部支持，形成支持课改实施的良好社会生态；完善监督与反馈体系，为课改实施提供制度保障。

The curriculum reform in basic education has been ongoing for over 20 years since the beginning of the new century. Understanding the achievements of the curriculum reform in rural areas and whether it has promoted fundamental changes in the teaching methods of rural schools is an important policy issue. A field study conducted in five provinces and six counties(cities) across the country found that rural teaching reform has largely achieved a transition from traditional exam-oriented education to quality education, but it still faces numerous challenges. While the concept of the new curriculum reform is widely recognized, the traditional “three-centered” model in classrooms has not been fundamentally overturned. Teaching methods have become more diversified, but middle-aged and senior teachers still tend to favor traditional teaching approaches. The teaching content emphasizes connections with real-life experiences and other subject knowledge, but there is insufficient ability to integrate the knowledge taught. The students' role as the main agents of learning has been continuously strengthened,but the effectiveness still needs improvement. The importance of multidimensional evaluations has been recognized, but the issue of “examcentric” assessment remains prominent. The use of multimedia in rural classrooms has increased, but in remote areas and among older teachers, the level of information technology application remains low. The deep transformation of rural teaching is influenced by multiple factors, including the role of teachers, evaluation orientation, external support, and institutional guarantees. In the future, multiple measures are needed to promote the professional development of rural teachers and enhance their ability to implement the curriculum reform; improve the evaluation systems for students and teachers, and properly guide the direction of the reform; strengthen external support to form a favorable supportive social ecosystem for the implementation of the reform; and improve monitoring and feedback systems to provide institutional guarantees for the implementation of the curriculum reform.