中国电化教育

乡村教育振兴的背景下，以人工智能技术支持的双师专递课堂为抓手，开齐开足开好国家规定课程，助力教育精准帮扶实施落地，促进乡村义务教育优质均衡发展，振兴乡村教育已成为重要命题。然而区域专递课堂常态化教学的组织与实施方法提炼不足，可复制、可参考的组织实施模式还较缺乏。基于此，该研究在远程智能教学系统支持下，以广东省常态化开展双师专递课堂推动乡村教育帮扶三年来的实践经验，根据专递课堂实践案例分析框架，提炼出了三种常态化推进双师专递课堂教学的实施模式，即“区域统筹”的“两统筹、五统一”模式、“服务外包”的“两对标、一站式”模式以及“区域统筹+服务外包”相结合的“一导三定”协同模式。基于学习测评和访谈数据，研究者从学校、教师、学生层面分析了区域试点的成效，提出了以人工智能技术促进师资队伍建设、健全专递课堂监督与评估机制、遵循因地制宜建设模式、厚植学生乡土教育情怀等四个方面的对策建议。期望这些服务模式和建议能为国内教育界开展基于专递课堂的乡村教育帮扶提供指引和借鉴。

In the context of the revitalization of rural education, it is a vital issue to improve rural compulsory education to a high-quality and balanced way by taking the online merging onsite(OMO) synchronous class supported by artificial intelligence technology, especially on offering national curriculum in required quality. However, the organization and implementation methods of OMO synchronous teaching on schedule regionally are not refined enough, and models and strategies of organization and implementation that can be transferable and referenced still are in the making. Thus, based on three years' practical experience of Guangdong Province in promoting rural education through the OMO synchronous classroom on schedule under the support of intelligent teaching system and the case analysis of practice, this research extracts three regional implementation modes of OMO synchronous class, named as the "two overall plans, five unified" mode of "regional overall plan", the "two benchmarking and onestop" mode of "service outsourcing" and the "one guidance and three determination" collaborative mode of "regional coordination + service outsourcing". Based on the data of learning assessment and interview, the researcher analyzed the effectiveness of school,teacher and student in the pilot region. It puts forward four countermeasures and suggestions as promoting the development of rural teachers with artificial intelligence technology, improving the supervision and evaluation of the OMO synchronous class, constructing implement mode considering local conditions and context, and cultivating students' local feelings and identity of hometown. It is expected that these implement models and suggestions can be worthy of supporting guidance and reference for more educational management departments and educators to plan, organize and carry out rural education with OMO synchronous classroom.