摘要
UGBS协同成为推动区域创新教学实践、区域教育数字化转型的重要模式和基本原则,但缺乏对其价值的系统分析。针对此问题,研究基于协同理论,分析了UGBS协同视域下区域创新教学实践的内涵、特征,选择B市作为典型案例,采用扎根理论研究方法,通过半结构化访谈获得48份原始数据,经过开放—主轴—选择三级编码,形成了UGBS协同视域下区域创新教学实践价值模型。文章阐述了区域创新教学实践在区域教育发展、共同体发展、教师发展等方面的多维价值,提出了区域创新教学实践价值的分层分类、多元协同、双向并存、动态进阶等属性。文章对于客观认识UGBS协同推动区域创新教学实践价值,激发多元主体的创新教学实践动力具有一定意义。
UGBS synergy has become an important model and basic principle to promote regional innovative teaching practice and digital transformation of regional education.However,there is a lack of systematic analysis of its value.To solve this problem,based on the synergy theory,this study first analyzes the connotation and features of regional innovative teaching practice in the UGBS synergic perspective.Then,this study selects City B as a typical case,adopts grounded theory research method,and obtains 48 pieces of raw data through semi-structured interviews.Through a process of open coding,axial coding,and selective coding,a value model of regional innovative teaching practice in the UGBS synergic perspective is developed.This paper expounds the multidimensional value of regional innovative teaching practice in regional education development,community development,and teacher professional development,and proposes the attributes of the value of the regional innovative teaching practice,such as hierarchical categorization,multifaceted synergy,bidirectional coexistence,and dynamic progression.This paper is of some significance for objectively recognizing the value of UGBS synergy in promoting regional innovative teaching practice and stimulating the innovative teaching practice motivation of multiple subjects.
作者
房立
郭炯
FANG Li;GUO Jiong(School of Educational Technology,Northwest Normal University,Lanzhou Gansu 730070;Educational Informatization Strategy Research Base Ministry of Education(Northwest of China),Lanzhou Gansu 730070)
出处
《电化教育研究》
CSSCI
北大核心
2024年第6期74-80,共7页
E-education Research
基金
2019年国家社会科学基金教育学西部项目“甘青藏区中小学生国家通用语学习与国家认同的关系研究”(项目编号:XHA190295)。
关键词
数字技术
UGBS协同
创新教学实践
价值意蕴
扎根理论
Digital Technology
UGBS Synergy
Innovative Teaching Practice
Value Implication
Grounded Theory
