智慧教育视域下师范专业信息化提升路径的探索与实践

The Exploration and Practice of the Informatization Promotion Path in Teacher Training from the Perspective of Wisdom Education

伴随着科学技术与教育理论的深度发展,依托于互联网、大数据等高新技术构成的智慧教育成为现代教育标杆,逐渐在全球范围内得到推广。师范专业作为教师人才培养基地,要在智慧教育视角下进行教学改革,促使自身信息化建设进一步提升,从而为社会提供符合智慧教育需求的人才。而在智慧视域下,师范专业进行信息化建设有助于促使学科教育与时俱进,进而改变人才培养模式体系,并且能够有效激励教师实现自我发展,最关键的是能加强师范生信息化教学能力培养。然而,受到多种因素干扰,智慧教育视角下师范专业信息化提升会面临教学理念固化、信息化资源有限、专业教师匮乏以及学生培养体系固化等问题。为促使师范专业实现信息化教学提升,高校可从理论认知、资源支持、教师培训以及体系改进四个角度出发,探寻出提升智慧教育重视程度、出台相关政策、强化信息化教学技能培养以及调整师范生课程架构等实践路径。

With the in-depth development of science,technology and educational theory,smart education,which relies on high-tech technologies such as the Internet and big data,has become the benchmark of modern education and is gradually being promoted worldwide.As a training ground for teacher talents,normal education majors should carry out teaching reform and adjustment from the perspective of wisdom education,and promote their own information construction to further improve,so as to provide talents who can meet the needs of wisdom education for the society.In the perspective of wisdom,the informatization construction of normal majors helps to promote the progress of subject education,thereby changing the talent training model system,and can effectively encourage teachers to achieve self-development.The most important thing is to strengthen the informatizational teaching ability of normal students.However,due to various factors,the promotion of normal students’informatization from the perspective of wisdom education will face problems such as the solidification of teaching concepts and student training systems,limited information resources,lack of professional teachers,etc.In order to promote the informatization teaching in teacher training,colleges and universities can explore the importance of increasing wisdom education,introduce relevant policies,strengthen the cultivation and adjustment of informatization teaching skills as well as practical paths like curriculum structure for normal students,from the following four aspects such as theoretical cognition,resource support,teacher training and system improvement.