教师课程资源理念引领的“一师一课”活动优化发展策略

Optimized Development Strategy of “One Teacher-One Class” Activity Based On the Principle of Teacher Curriculum Resource

"一师一课"活动的启动与实施,是顺应国家基础教育信息化建设由起步、应用阶段走向融合、创新阶段的内在要求,是加快整体推进基础教育信息化工作的重要抓手,是利用互联网思维构建教育资源体系的创新模式。"一师一课"活动具备的以应用为导向,以资源共享为纽带,以教师课堂应用为中心,突出教师的主体性和创造性,强调课程资源开发的生成性和适切性,注重信息技术与课程教学的深度融合等特征和要求,与教师课程资源理论倡导的理念及内涵高度吻合。该文依据教师是课程资源开发主体、是素材性课程资源的核心构成要素、是条件性课程资源的重要来源渠道和具有整体性、动态性、主体性、可再生性、来源渠道多样性特征等教师课程资源理论基本观点,引领"一师一课"活动的有效实施和可持续发展,具体包括以下四个方面的优化发展策略:一是从政策引领、精心组织、宣传推广和科学管理四个维度构建活动开展的长效机制;二是从统一标准与规范接口、优化模块化功能设计、大数据技术支持、对接教师网络学习空间四个维度优化活动技术支撑环境;三是从提升教育信息化硬件设施水平、提升教师的信息技术应用能力、提升技术支持人员的视频制作水平三个维度提升课程资源开发水平;四是强化同课异构和资源生成。

The initiation of ＂One Teacher-One Class＂ activity is the innate requirement confirming to national basic education informatization building walking fi＇om starting, application stage to innovation stage, the important link of speeding up the work on basic education informatization, and the innovation mode of using interact thought to construct education resource system. Taking application as the orientation, resource sharing as the link, teacher class application as center, ＂One Teacher-One Class＂ activity highlights teacher＇s subjectivity and creativity, stresses upon the generation and suitability of curriculum resource development, focuses on the traits and requirements of deep integration between information technology and curriculum teaching to highly match up with the ideology and connotation advocated by teacher curriculum resource theory. Based upon the basic opinions of teacher curriculum resource theory of teacher as the developing principal of curriculum resource, core construction element of material curriculum resource, important source channel of condition curriculum resource and traits of wholeness, dynamics, subjectivity and multiple resource channels to lead the efficient implementation and sustainable development of one teacher one class, this paper provides the optimization development strategy in four aspects： 1. Construct the long efficient mechanism to develop activity from four dimensions, including leading policy, organizing elaborately, promoting and managing scientifically; 2, Optimize technological supporting environment from four dimensions, including unifying standard and norm interface, optimizing module fimctional design, big data technological support and interlinking teacher＇s network study space; 3. Improve developing level of curriculum resource from three dimensions, including improving education informatization hardware facility level, improve teacher＇s information technology application ability and improving the video making level of technology supporters; 4. Enhance lesson with heterogeneous and resource generation.