摘要
充分利用教育信息化推动教育扶贫,已成为教育界的共识。文章对前期扶贫模式进行了系统梳理,发现主要包括以网点建设和资源输送为特征的资源型教育扶贫模式、以提升信息技术能力为抓手的功能性教育扶贫模式、以及以信息技术与教学整合为导向的跨界协同教育扶贫模式。这些模式虽取得了一定成效,但尚未解决精准不足内生发展乏力等问题。基于文献分析与田野考察得出,师资水平是制约贫困地区教育发展的核心瓶颈,也是贫困地区教育精准扶贫的主要发力点。在此基础上,文章提出新阶段的教育精准扶贫应聚焦于师资水平建设,以促进内生发展为目标,构建以"六方联动"机制为主轴的"精准诊断——分类指导——动态跟踪——评估反馈"教育信息化主导的贫困地区教育精准扶贫新模式,实现贫困地区教育的"真扶贫""扶真贫"。
Driving education poverty-alleviation by taking full advantage of education information has become a world consensus. This article systematically combed the former poverty alleviation modes, mainly including resource poverty-alleviation characterized by network construction, functional poverty-alleviation characterized by improving information technology and cross-field synergistic poverty-alleviation guided by the integration of information technology and teaching. It has obtained certain progress. However, problem of lack accuracy and development momentum still failed to be solved. Based on literature analysis and field investigation, the professional qualities of faculty is one of the key factors which restrict the regional educational development and is the foothold of education targeted poverty-alleviation. On this basis, this article put forward that the poverty-alleviation in new stage should focus on constructing a new targeted poverty-alleviation mode centering on six-party interactive education poverty mechanism by means of ＂precise diagnosis, classified guidance, dynamic tracking and evaluation feedback＂, in order to implement education in poverty-stricken areas ＂poverty alleviation＂ and ＂precise real poverty alleviation＂.
作者
陈恩伦
陈亮
Chen En-lun Chen Liang(Southwest University, Faculty of Education, Chongqing 400715)
出处
《中国电化教育》
CSSCI
北大核心
2017年第3期58-62,共5页
China Educational Technology
关键词
教育信息化
贫困地区
教育精准扶贫
教师专业发展
Educational Information
Poverty-Stricken Area
Education Precision for Poverty Alleviation
Teacher＇s Professional Development
Mode
