我国信息化促进基础教育公平发展现状研究——基于近42万份学生在线学习体验的调查分析

A Study of on the Current Situation of Informalization Promoting Educational Equity in Basic Education:Based on the Investigation of Online Learning experiences with 420 Thousand Students

信息化在促进基础教育公平方面贡献卓越。本研究从疫情期间学生在线学习的视角出发,从教育公平的实施路径层面将其划分为低位公平、中位公平和高位公平三个层次;从信息化基础设施、数字化学习资源、教师信息化教学能力以及学生素养四个维度构建信息化促进基础教育公平各阶段发展现状的分析框架,并以我国四个地区419258位学生为调研对象,了解我国信息化促进基础教育公平的整体水平、发展差异和影响因素。结果显示,我国信息化促进基础教育公平整体呈现出基础设施配置均衡但学习体验感不佳、数字化学习资源供给及时但优质与个性关照缺乏、教师信息化教学灵活性与个性化存在短板、学生技术使用和在线学习参与有待加强等共性特征。在差异性层面,东部地区和中部地区在教育公平各阶段表现较好,西部和三区三州有待加强,高中阶段发展水平较弱,乡村地区仍需加大扶持力度。在影响因素层面,数字化学习资源和教师信息化教学能力是影响学生在线学习满意度的主要因素,教师的教学清晰度和教学活动设计显著影响学生对教师教学的满意度。文章从基础设施配置、学习资源重构、教师教法突破、优质师资共享以及学生数字韧性教育等方面对我国信息化促进基础教育公平水平提升提出了针对性建议。

Informatization has made remarkable contributions to promoting equity in basic education. From the perspective of students’ online learning during the epidemic period, this study divided educational equity into three levels, namely low equity,middle equity and high equity. The analysis framework of the development status of each stage of information promoting educational equity was constructed from the four dimensions: information infrastructure, digital learning resources, teachers’ ICT teaching ability and students’ literacy. 419, 258 students from four regions of China were investigated to understand the overall level,development differences and influencing factors of informatization promoting educational equity. Results shows that the infrastructure configuration is balanced but students’ learning experience is not high, digital learning resources are supplied timely but lack of high quality and personality, the flexibility and personalization of teachers using ICT are weak, students’ using technology and online learning participation needs to be improved. The students from eastern and central regions perform better in all stages of educational equity, while the western regions, the three regions and the three states need to be strengthened. The development level of senior high schools is weak, and rural areas still need more support. In terms of influencing factors, digital learning resources and teachers’ ICT teaching ability are the main factors affecting students’ satisfaction with online learning.Teachers′ teaching clarity and teaching activity design significantly affect students’ satisfaction with teachers’ teaching. In the end,this paper puts forward specific suggestions on how to promote the educational equity through informatization in China from the aspects of infrastructure allocation, learning resources reconstruction, breakthrough in teachers’ teaching methods, sharing of quality teachers and students’ digital resilience education.