中国电化教育

随着乡村教育数字化的推进，乡村教师可以利用技术创设更具优势的育人环境，开发更加多元的电子教育资源，以此来提升乡村学校的教育教学质量，助力乡村教育的高质量发展。但令人吊诡的是，乡村学校的办学条件的改善并未让乡村教师技术吸纳效能得到实质性的提升，技术依旧难以赋能乡村教师。带着技术为何难以赋能乡村教师，技术怎么才能赋能乡村教师的核心问题，亟待从理论上廓清乡村教师教育技术吸纳的过程机制，打开乡村教师教育技术吸纳过程的“黑箱”，才有可能构建出适切的乡村教师教育技术吸纳的促进对策。鉴于此，研究基于技术吸收能力理论、分解计划行为理论、创新扩散等理论，建构了乡村教师教育技术吸纳过程的理论模型。从理论模型来看，乡村教师教育技术吸纳的一般过程分为吸纳前的价值辨识、吸纳中的主动消化以及吸纳后的创新应用三段。吸纳结果分为止于接触、困于悬置、达至赋能三种。依据理论模型，结合技术吸纳过程分析和吸纳结果的反馈，提出引导乡村技术接触型教师增进对教育技术的认同、促进技术悬置型教师走向赋能、多元主体协同为乡村教师创新使用教育技术提供全方位的支持以及做好乡村教师教育技术吸纳知识的管理等对策，以期推动乡村教师更好地吸纳教育技术，让教育技术更好地赋能乡村教育的高质量发展。

With the advancement of rural education digitization, rural teachers can use technology to create a more advantageous education environment and develop more diversified electronic education resources, so as to improve the quality of education and teaching in rural schools and help the high-quality development of rural education. However, paradoxically, the improvement of school conditions in rural schools has not substantially improved the efficiency of rural teachers' technology absorption, and technology is still difficult to empower rural teachers. With the core issue of why it is difficult for technology to empower rural teachers and how technology can empower rural teachers,it is urgent to theoretically clarify the process mechanism of rural teachers ‘ educational technology absorption and open the‘black box' of rural teachers ‘ educational technology absorption process. Only in this way can it be possible to construct an appropriate promotion strategy for rural teachers' educational technology absorption. In view of this, based on the theory of technology absorptive capacity, the theory of decomposition plan behavior, the theory of innovation diffusion and so on, the theoretical model of the process of rural teachers' educational technology absorption is constructed. From the perspective of theoretical model, the general process of rural teachers ‘ educational technology absorption is divided into three stages: value identification before absorption, active digestion in absorption and innovative application after absorption. The absorption results are divided into three types: contact, trapped in suspension, and empowerment. Based on the theoretical model, combined with the analysis of technology absorption process and the feedback of absorption results, this paper puts forward some countermeasures, such as guiding rural technology-contacting teachers to enhance their recognition of educational technology, promoting technology-suspended teachers to empower them, providing all-round support for rural teachers' innovative use of educational technology through multi-subject coordination, and doing a good job in the management of rural teachers' educational technology absorption knowledge,in order to promote rural teachers to better absorb educational technology, so that educational technology can better empower the high-quality development of rural education.