乡村教师如何常态化按需应用数字资源:阻碍因素与对策探析

How Rural Teachers Use Digital Resources in a Regular On-Demand Way:Hindering Factors and Countermeasures

常态化按需应用数字资源是教育信息化2.0战略和规划的核心环节,因此如何全面落实《关于加强“三个课堂”应用的指导意见》、推进乡村教师真正常态化按需应用数字资源,成为重要的研究问题。基于行为预测综合模型展开的问卷调查、焦点小组访谈和课堂观察发现,当前数字资源供给与常态化按需应用之间存在对接偏差,具体表现为:数字资源获取渠道多元但应用频次偏低,教师有应用动机但应用方式单一,数字资源类型丰富但课堂融入度不佳。这些偏差揭示出数字资源的相关性和易用性、组织层面管理人员与便利条件的支持力度、乡村教师个体的态度和信息素养等是影响常态化按需应用的主要阻碍因素。未来推进数字资源常态化按需应用的关键在于加强数字资源供给和乡村教师教学实践之间的互动关系,在尊重和激发乡村教师“应用主体”意识的前提下,形成“有效关联”的数字资源推送机制,强化协商和及时沟通,坚持异质、多样、多元和特色化的数字资源应用评价导向。

The regular on-demand use of digital resources is the core part of Education Informatization 2.0 Action Plan.Therefore,how to fully implement the Guiding Opinions on Strengthening the Application of“Three classes”and promote rural teachers’regular on-demand use of digital resources become an important research issue.The results from the teacher survey,focus group discussions and classroom observations based on the Integrative Model of Behavior Prediction found that there was a gap between the current supply and regular on-demand use of digital resources.More specifically,diverse sources for acquiring digital resources were available but the use frequency was low;teachers had the motivation to use digital resources but used them in a simple way;the types of digital resources were rich but the integration level of digital resource in the classroom was low.Further analysis revealed that the relevance and the ease of use of digital resources,the support of managers and facilitating conditions at the organizational level,and rural teachers’attitudes and information literacy were the main factors that hindered the regular on-demand use of digital resources.The key to promoting the regular on-demand use of digital resources is to strengthen the interactive relationships between the supply of digital resources and rural teachers’teaching practices.In addition,under the premise of respecting and stimulating rural teachers’awareness that they are the“use subject”of digital resources,it is necessary to develop an“effective association”digital resource push mechanism.It is also important to strengthen the consultation and timely communication between school leaders and teachers and adopt the heterogeneous,diverse,diversified and characterized evaluation orientation of digital resource use.