中国电化教育

数字教育资源作为推动新时代教育高质量发展的内生动力,已经成为信息化教育教学创新发展的核心动能,在缩小城乡间、区域间和校际间教育差距,应对不可预见性公共危机等方面发挥了重要作用,并取得了明显成效。从内在机理来看,数字教育资源在破解教育高质量发展的时代诉求、塑造教育数智化变革的发展需求、纾解资源结构性失衡的现实要求均具有重要的现实价值。基于价值共创理论的视角,该文以C市为实践场域,研究认为政府、科研机构、学校、教师、学生以及企业等共同构成了数字教育资源的价值共创相关者矩阵,且在共同创造和提供价值的内在过程中存在多向互动和协作关系。然而,数字教育资源建设仍存在协同共创机制缺失、联动服务能力薄弱、资源供需适配脱节以及实践创新效能不足等亟待破解的困境。基于此,可通过强化治理机制保障力、夯实应用生态支撑力、提升多元主体聚合力、增强教师应用驱动力等维度入手,不断推动数字教育资源价值共创。

Digital educational resources, as an endogenous driving force for promoting high-quality development of education in the new era, have become the core impetus for the innovative development of information-based teaching and learning. They have played a significant role and achieved remarkable results in narrowing the educational gap between urban and rural areas, regions, and schools, as well as in responding to unforeseen public crises. From an internal mechanism perspective, digital educational resources have significant practical value in addressing the contemporary demands for high-quality education development, shaping the development needs of educational digital and intelligent transformation, and alleviating the practical requirements of structural imbalance in resources. From the perspective of value co-creation theory, this paper taking City C as the practical field, the research holds that the government, research institutions, schools, teachers, students, and enterprises, etc., jointly constitute the value co-creation stakeholder matrix of digital educational resources, and there exist multi-directional interactions and collaborative relationships in the intrinsic process of jointly creating and providing value. However, the construction of digital educational resources still faces urgent challenges that need to be addressed, such as the lack of a collaborative creation mechanism, weak interconnection and service capabilities, a disconnect between supply and demand for resources, and insufficient effectiveness in practical innovation. Based on this, we can continuously promote the value co-creation of digital educational resources by strengthening the governance mechanism' s guarantee capacity, solidifying the application ecosystem's support capacity, enhancing the cohesion of multiple subjects, and increasing the driving force of teachers' application.