摘要
在乡村振兴与教育数字化转型战略背景下,国家中小学智慧教育平台(下文简称为“国家平台”)赋能的教研共同体成为破解城乡教育发展壁垒、促进基础教育优质均衡发展的重要路径。经大规模调研发现,国家平台在教研帮扶方面效能发挥不足。为此,该研究提出依托国家平台构建教研共同体,聚焦资源、师资、课堂、课题等关键要素并实施全面帮扶,形成多要素协同的实践模式,同时构建了CIPP帮扶效果评估框架。研究以覆盖全国14个市、区、县70所学校的跨区域教研共同体为对象,开展两年多的实践追踪与干预,经过CIPP评估发现,“共同体组建-智能化升级-生态重塑”递进式帮扶体系,有效促进了国家平台与地方平台的深度融通,大幅提升了资源的适配度及传播效率;名师引领与双师课堂协同机制,充分激发了教师专业成长的内生动力,切实提升了教师专业发展水平;教研共同体的课堂帮扶路径,显著提高了课堂教学质量和学生的综合素养;课题帮扶模式,实现了教学实践与教学理念的双向互促与转化。研究表明,该模式通过精准化资源匹配、数据驱动决策及生态化协作机制,有效缩小区域教育数字化差距,为教育数字化转型中的区域协同发展提供了可借鉴的范例。
Under the strategic background of rural revitalization and educational digital transformation,the teaching-research community empowered by the National Smart Education Platform for Primary and Secondary Schools(here after“National Platform”)has emerged as a critical approach to dismantle urban-rural educational disparities and foster equitable,high-quality development of basic education.Large-scale investigations revealed underutilized efficacy of the National Platform in teaching-research support.To address this,this study proposes constructing a teaching-research community anchored in the National Platform,targeting key elements—resources,teachers,classroom practices,and research projects—to implement holistic support and establish a multi-element collaborative model.A CIPP(Context,Input,Process,Product)evaluation framework was developed to assess support effectiveness.Over two years of practical tracking and intervention involving a cross-regional teachingresearch community spanning 70 schools across 14 cities,districts,and counties in China,CIPP evaluations demonstrated that:(1)The progressive support system of“community formation-intelligent upgrade-ecological restructuring”effectively deepened integration between the National Platform and local platforms,significantly enhancing resource adaptability and dissemination efficiency;(2)The synergy of master teacher mentorship and dual-teacher classrooms robustly stimulated teachers’intrinsic motivation for professional growth,elevating their developmental outcomes;(3)Classroom support strategies within the community markedly improved instructional quality and students’comprehensive competencies;(4)Research project support mechanisms enabled bidirectional transformation between teaching practices and pedagogical theories.The findings indicate that this model,through precision resource alignment,data-driven decision-making,and ecosystemic collaboration,effectively narrows regional digital education gaps,offering a replicable paradigm for regional synergy in educational digital transformation.
作者
马秀芳
陈家权
王朋利
Ma Xiufang;Chen Jiaquan;Wang Pengli(School of Educational Information Technology,South China Normal University,Guangzhou 510631,Guangdong;Teacher Training School of Panyu District(Teacher Development Center of Panyu District),Guangzhou 510400,Guangdong;School of Education Science,Guangdong Polytechnic Normal University,Guangzhou 510665,Guangdong)
出处
《中国电化教育》
北大核心
2025年第9期1-8,共8页
China Educational Technology
基金
国家社科基金教育学项目“国家中小学智慧教育平台的教师使用粘性与干预机制研究”(项目批准号:BCA240051)研究成果。
关键词
国家中小学智慧教育平台
教研共同体
教育帮扶
城乡教育均衡
National Smart Education Platform for Primary and Secondary Schools
teaching-research community
educational support
urban-rural educational equity
