教育信息化校地帮扶实践设计研究——以华南师范大学对口帮扶西藏林芝地区为例

The Design-based Research on Universities’ Educational Informationization in the Poverty Assistance Program——A Case Study of South China Normal University’s Counterpart Support for Linzhi Area of Tibet

近几年国家颁布的教育政策特别重视"教育扶贫"与"教育信息化"以及二者的结合。教育部2018年确定了新一周期的教师信息技术能力提升创新平台的建设,由多所高校为代表的七家单位对口支援"三区三州"深度贫困地区。该研究即以华南师范大学对口帮扶西藏林芝地区为例,以创新当地教师信息技术能力提升机制为目标,将实践与研究紧密整合在一起,协同互促,系统扎实地推进当地的教育信息化。项目采用设计研究方法,从精准的需求分析开始,确立了帮扶指导理念,规划了实施路径,制定了具体的行动方案。通过多次迭代循环,不断贴合当地实际情况与需求,构建出了一套适用于"三区三州"的高校教育信息化精准扶贫模式,该模式主要包括理念层、方法层和实践层,在一定程度上丰富了我国教育信息化理论体系。

In the past several years, some policies made by China government highlight two main points: educational assistance in poverty allevation and educational informationization. Grounded in this background, seven educational institutions were authorized to help eliminating poverty by enforcing the Project of Establishment of Platforms for enhancing K12 teachers’ abilities to use ICT in classes among "three districts and three states" by the Ministry of Education of China in 2018. This study will conduct a case study of South China Normal University’s counterpart support for Linzhi area of Tibet. In order to innovating the mechanism for enhancing teachers’ ability, this research conducts a practice-oriented research and effectively improves the whole level of integration of ICT in education. Using the design-base research methodology, this study made a front-end need analysis with a large sample investigation among local k12 teachers, then set the guiding concepts and made detailed approaches and measures to implement the project. After several rounds of iterations, a model for enhancing teachers’ ICT abilities in less developed area was extracted and it includes three dimensions: philosophies, methodology and practice, which has enriched the theories system of China educational technology to some extent.