教育信息化促进城乡教育均衡发展的国内研究综述

A Research Review on the Balanced Development of Urban and Rural Education Promoted by Educational Informatization in China

教育信息化是破解城乡教育均衡发展困境的有效路径。针对如何更好地应用教育信息化促进城乡教育均衡发展的问题,文章采用文献计量分析法与内容分析法对近年来国内期刊数据进行分析。研究发现,教育信息化在城乡教育均衡发展中的地位与作用不断得到人们的认可,当前我国在该领域的研究主要集中在作用机理分析、实施策略探索与实践案例总结三个方面。其中,作用机理分析主要基于城乡教育资源均衡配置与城乡教育公平两个视角;实施策略探索主要集中在加强面向城乡共享的区域教育信息化资源建设、完善农村学校教育信息化基础设施、提高农村学校师资水平、创新区域教育体制机制以及强化信息技术在教育中的创新应用等方面。文章最后结合当前研究与实践现状、教育改革与发展动向以及教育信息化未来发展趋势,分别从研究重心、研究范式与研究视角对该领域的后续研究进行展望。

Educational informatization is an effective way to solve the problem of balanced development of urban and rural education.For how to better use educational informatization to promote the balanced development of urban and rural education,this paper uses bibliometric analysis and content analysis to analyze the data of CNKI journals in recent years.The research finds that,the status and role of educational informatization in the balanced development of urban and rural education has been gradually recognized.At present,China's research in this field mainly focuses on the analysis of the mechanism,the exploration of implementation strategies and the summary of practical cases.The mechanism analysis is mainly based on two perspectives:the balanced allocation of urban and rural educational resources and the equity of urban and rural education.The exploration of implementation strategies mainly focuses on strengthening the construction of regional educational informatization resources for urban and rural sharing,improving the infrastructure of educational informatization in rural schools,improving the quality of rural school teachers,innovating regional educational system and mechanism,and strengthening the innovative application of information technology in education.Finally,combined with the current situation of research and practice,the trend of educational reform and development and the future development of educational informatization,this paper forecasts the follow-up research in this field from research focus,research paradigm and research perspective.