中国电化教育

建设高质量的乡村教师队伍对发展乡村教育、实施乡村振兴战略具有重要意义。教育数字化转型背景下，基于国家中小学智慧教育平台的专业发展活动为提升乡村教师专业发展水平提供了新的路径。如何有效提升乡村教师在数字化专业发展活动中的参与水平成为了破解当前乡村教育瓶颈问题的关键。研究以贵州省某脱贫摘帽县乡村教师为研究对象，通过半结构化访谈了解乡村教师的专业发展观及其参与数字化专业发展活动的情况。基于扎根理论，构建了教育数字化背景下乡村教师专业发展内外因互动整合的理论模型。该模型表明，数字化专业发展活动影响着乡村教师在成就感、规划感和归属感三个层面的专业发展观，进而影响其在数字化专业发展活动中的参与水平。为了提升乡村教师数字化专业发展活动的参与、激发乡村教师专业发展内生动力，研究结合国家中小学智慧教育平台，从以情养志、以评促改和以群励学三个维度提出了建议。

Building a high-quality rural teacher team is of great significance to the development of rural education and the implementation of the rural revitalization strategy. Under the background of digital transformation of education, professional development activities based on SMART EDUCATION OF CHINA platform provide a new path for improving the professional development level of rural teachers. How to effectively improve the participation level of rural teachers in digital professional development activities has become the key to solving the bottleneck problem of rural education. This study took rural teachers in a poverty-alleviated county in Guizhou Province as the research object, and learned about the professional development concept of rural teachers and their participation in digital professional development activities through semi-structured interviews. Based on the grounded theory, a theoretical model of the interaction and integration of internal and external factors in the professional development of rural teachers under the background of education digitalization is constructed. This model shows that digital professional development activities affect rural teachers' professional development concept at the three levels of achievement, planning and belonging, and then affect their participation level in digital professional development activities. In order to enhance the participation of rural teacher' digital professional development activities and stimulate the endogenous motivation of rural teachers' professional development, this study combines SMART EDUCATION OF CHINA platform to put forward suggestions from three dimensions: cultivating ambition with emotions, promoting reform with evaluation, and encouraging learning with groups.