“三个课堂”县域规模化应用模式与推进机制研究--基于边疆民族山区的实践探索

Research on Application Model and Promotion Mechanism of"Three Classrooms"in County Areas:A Practical Exploration in Frontier Ethnic and Mountainous Areas

“三个课堂”对于促进区域教育优质均衡发展具有重要意义。文章以云南沧源的实践探索为例,对边疆民族山区整体规模化推进“三个课堂”应用,促进县域义务教育优质均衡发展的实践探索进行了经验总结与理论阐发,提出了县域“三个课堂”技术环境与应用模式建构的两步走策略,构建了三层嵌套结构融合发展的县域“三个课堂”规模化应用模式,阐释了实践中形成的以“双师教学”为特色的“专递课堂”,以“协同教研”为特色的“名师课堂”和以“互联网+在地化”为特色的“名校网络课堂”的实施策略,并从顶层设计、教师培养、技术升级和常态化应用等方面对未来如何进一步深入推进“三个课堂”创新应用进行了探讨。

"Three classrooms"are of great significance for promoting the quality and balanced development of regional education.Taking the practical exploration of Cangyuan in Yunnan Province as an example,this paper summarizes the experience and expounds the theory of promoting the application of"three classrooms"on large scale and accelerating the high-quality and balanced development of compulsory education in the county.Besides,this paper puts forward a two-step strategy for the construction of the technology environment and application mode of"three classrooms"in the county,constructs a three-layer nested structure for the integration and development of the"three classrooms"application model,explains the implementation of"specific delivery classroom"characterized by"double-teacher teaching","master classroom"characterized by"collaborative teaching and research"and"famous school network classroom"characterized by"Internet+localization",and discusses how to further promote the innovative application of"three classrooms"in the future from the aspects of top-level design,teacher training,technology upgrading and normalization application.