中国电化教育

新一代信息技术革命将人类传统“精神-物质”二元世界解构为“人-物-信息”的三元世界。伴随这一时代变革,数字技术赋能乡村教师区域研修共同体建设成为推动乡村教师专业化发展以实现教育强国的必然选择。其必然性根植于三重逻辑耦合:生产力与生产关系相互作用的历史逻辑、教育强国建设战略抉择的政策逻辑和支撑乡村师生发展的教育逻辑。数字技术赋能的内在机制依托动力赋权、活动赋形、资源赋能与价值赋魂的协同推进。为切实推进数字技术赋能乡村教师区域研修共同体建设,需以结构性赋权构建主体间性共享模式;以螺旋式递进优化共享实践过程;以补偿性供给建立资源聚合网络;以意义性互动涵育共享的价值生态。

The new generation of information technology is deconstructing the traditional dualistic “mind-matter” world into a ternary world of “human-object-information”. Accompanying this epochal transformation, digital technology empowering the construction of regional professional learning communities(PLCs) for rural teachers has become an inevitable choice for promoting their professional development to achieve a strong educational nation. This inevitability is rooted in a triple logical coupling: the historical logic of the interaction between productive forces and relations of production, The policy logic of strategic choices building a powerful country in education and the educational logic supporting the development of rural teachers and students. The intrinsic mechanism of digital technology empowerment relies on the synergistic advancement of motivational empowerment, activity shaping, resource enablement, and value infusion. To effectively promote the construction of digital technology empowering regional PLCs for rural teachers, it is necessary to establish inter-subjective relations via structural empowerment, optimize collaborative practices through spiral progression, construct a resource aggregation network based on compensatory provision, and cultivate a shared value ecosystem by means of meaningful interaction.