中国电化教育

随着教育数字化战略的深入推进,我国中小学课程实施数字化转型取得积极成效,为进一步科学评估并有效引导中小学课程实施数字化转型的质量与可持续发展,该研究聚焦中小学课程实施数字化成熟度的内涵与模型构建原则,通过政策文本分析、国际比较研究、德尔菲专家咨询以及结构方程模型、数据包络分析等实证方法,构建了一套包含学生数字化学习、教师数字化教学、教育领导者数字化治理、家长数字化协同、社区教育工作者数字化支持5个核心维度、 20个关键要素、61个具体观测点的中小学课程实施数字化成熟度模型。同时,进一步提出了初始级、成长级、稳健级、优化级、引领级五个成熟度等级划分,并设计了可操作的综合测度方法,为区域与学校提供一套用于自我诊断、过程反思、精准改进与可持续发展规划的系统工具。

With the promotion of the digitalization in education, China has achieved positive results in the digital transformation of primary and secondary school curriculum implementation. To evaluate and guide the quality and sustainable development of the digital transformation of primary and secondary school curriculum implementation, the paper focuses on the connotation and principles of the digital maturity of primary and secondary school curriculum implementation construction. Through empirical methods such as policy text analysis, international comparative research, Delphi expert consultation, structural equation modeling and data envelopment analysis, a digital maturity model for primary and secondary school curriculum implementation is constructed, which is encompassed five core dimensions: student digital learning, teacher digital teaching, educational leader digital governance, parent digital collaboration and community educator digital support. Additionally, it includes 20 key elements and 61 specific observation points. Furthermore, this study proposes five maturity levels: initial, growth, robust, optimization and leadership, then designs an operable comprehensive measurement method. This provides a systematic tool for regions and schools to conduct selfdiagnosis, process reflection, precise improvement, and sustainable development planning.