中国电化教育

国家中小学智慧教育平台是实现课堂教学数字化转型的重要支撑。该研究聚焦智慧教育平台赋能课堂教学的实际效能问题,采用混合研究方法,面向全国69,304名中小学教师开展问卷调查,并结合20个典型案例的深度剖析以及845条需求文本的编码分析,系统探究了平台的应用现状、典型模式与优化路径。研究发现:(1)教师对平台的总体满意度较高,其应用已初步形成覆盖教学全流程的形态。(2)平台在课堂教学中的应用主要呈现三种典型模式:工具赋能型,通过按需调用平台资源与工具实现技术对教学过程的深度嵌入;双师授课型,利用平台名师授课视频,实施线上名师与线下教师的协同教学,有效扩大优质资源覆盖面;自主探究型,依托平台学习资源与任务推送、学情诊断功能,促进学生知识的自主建构。(3)基于扎根理论,构建了“内容-工具-服务-机制”四维需求模型,并据此提出针对性优化策略:优化内容供给,构建精准化资源生态;升级工具功能,强化教学适配性;完善服务支持,构建全链条保障体系;创新机制建设,激发长效应用动能。构建的理论模型与提出的方法策略,可为国家智慧教育平台在中小学的全面推广与深度应用提供理论支撑与实践参考。

The National Smart Education Platform for Primary and Secondary Schools serves as a crucial support for achieving the digital transformation of classroom teaching. Focusing on the practical efficacy of this platform in empowering classroom instruction, this study employs a mixed-methods approach. It conducted a questionnaire survey involving 69,304 primary and secondary school teachers nationwide, supplemented by in-depth analysis of 20 typical cases and coding analysis of 845 demand texts. This comprehensive investigation systematically explores the platform's current application status, typical models, and optimization pathways. The findings reveal that:(1) Teachers exhibit relatively high overall satisfaction with the platform, and its application has preliminarily formed a pattern covering the entire teaching process.(2) The application of the platform in classroom teaching primarily manifests in three typical models: Tool-Enabled Model, which deeply embeds technology into the teaching process by on-demand utilization of platform resources and tools; Dual-Teacher Model, leveraging expert teacher video lectures from the platform to implement collaborative teaching between online experts and offline teachers, effectively expanding the coverage of high-quality resources; Self-Directed Inquiry Model, relying on the platform's learning resources, task-pushing capabilities, and learning analytics to promote students' autonomous knowledge construction.(3) Based on Grounded Theory, a four-dimensional demand model encompassing “Content-ToolsServices-Mechanism” was constructed. Accordingly, targeted optimization strategies are proposed: optimizing content supply to build a precise resource ecosystem; upgrading tool functionalities to enhance teaching adaptability; improving service support to establish a comprehensive guarantee system; and innovating mechanism development to stimulate momentum for sustained application. The theoretical model and methodological strategies constructed in this study can provide practical references and theoretical support for the comprehensive promotion and deep application of the National Smart Education Platform in primary and secondary schools.