个性化在线教育公共服务推进过程中的关键问题思考——对北京市中学教师开放型在线辅导计划的实践反思

Reflections on Key Issues in the Promotion of Personalized Online Education Public Service——Based on the Practice of “Beijing Middle School Teachers’ Open Online Tutoring Plan”

在线教育由于其在促进个性化学习方面的优势,逐渐成为新的教育公共服务模式。该文结合"北京市中学教师开放型在线辅导计划"实践,从教育服务的需求辨别、多元化教育服务主体角色的定位、在线教育服务运转机制设计、与在线学习活动相适应的教师和学生素养要求、以及在线教育服务形态对于传统学校教育行为的改革等方面,探讨在线教育公共服务建设需要关注的问题:(1)坚持教育公共服务普惠性的公共价值取向,应以是否满足学生基础性的、核心性的共性学习需求来理解个性化需求的合理性,从而明确个性化在线教育公共服务的边界范围;(2)以实践问题的解决为导向,从最大程度促进各方优势发挥和资源共享出发,吸引不同的服务资源主体加入在线教育公共服务队伍,在明确各自不同职责范围基础上开展有序、有效合作;(3)从个性化教育公共服务的实践逻辑出发,可以从服务者的选择、服务内容的提供、服务过程的监管和服务结果的评价等维度设立相应质量保障机制,确保个性化教育公共服务的质量水准;(4)为帮助教师更好胜任在线教学,需要重视从技术素养、在线沟通能力以及教育使命感等方面帮助教师进行配套能力建设,针对学生,则需要从技术素养、学习方式甄别和选择能力,以及网络行为规范层面等加以培养和引导;(5)最后,需要重视线上个性化教育公共服务系统和线下课堂教学系统的信息、数据双向融合,充分理解复合型学习生态系统的功能特点,从课堂教学、学校管理乃至整个区域教师队伍建设等方面主动迎接、拥抱消费驱动的个性化教育服务介入所带来的变革和挑战。

Online education has gradually become a new public service mode of education because of its advantages in promoting personalized learning. Based on the practice of "Beijing Middle School Teachers’ Open Online Tutoring Plan", this paper identifies the needs of educational public services, frames the roles of diversified education service subjects, designs the operation mechanism of online education services, sets up the qualification for teachers’ and students’ literacy in line with online learning activities, and explores the impact of online education services on the traditional forms of schooling. And this paper proposes the following issues worth noting:(1) Adhering to the inclusiveness-oriented value of educational public service, the rationalization of individualized demand on online education and clarification of the boundaries of educational public service should be made clear by figuring out whether these demands are centered around the basic and core common learning needs of students;(2) Aiming to solve practical problems, to attract different service agents and resource to join the online educational public service by maximizing the advantages of all parties, at the same time to carry out orderly and effective cooperation among different agents on the basis of clarifying their respective responsibilities;(3) From the practical logic of personalized public education service, corresponding quality assurance mechanisms, which consists of the following aspects :the choice of service providers, the provision of service content, the supervision of service process and the evaluation of service results, should be set up so as to ensure the quality of personalized education public service;(4) In order to help teachers to be better qualified for online teaching, more attention should be paid to help teachers to build related abilities of technical literacy, online communication ability and understanding of educational mission. Also, the cultivation and guidance for students from the aspects of technical literacy, learning strategies selection ability, as well as the online behavior norms are important;(5) The two-way integration of information and data between online service system and off-line classroom teaching system is enlightening concerning the understanding of the functional characteristics of compound learning ecosystem and the assimilation of the changes and challenges brought about by the involvement of consumer-driven personalized education services in classroom teaching, school management and even the construction of the teaching manpower organization.