大数据何以支撑学生的兴趣特长培育?

How does Big Data Support the Cultivation of Students’Interests and Specialties?

在数据智能时代,规模化因材施教要求兴趣特长培育的规模加以增长、内容更加全面、途径更为多元,但“双减”背景下学生兴趣特长培育存在一些问题,如发力点不够明确、组织不够灵活、资源较为有限。基于此,文章依托“情境—个体”兴趣发展阶段理论和特长测量“八步系统”,结合苏州市工业园区星汇学校“大数据时代下吴门书画教学实践”案例,构建了数据驱动学生兴趣特长培育的逻辑框架,包括兴趣特长发展的四个阶段、兴趣特长数据采集的八种主要途径和兴趣特长数据应用的驱动力三个关键要素,探讨了框架应用的可能问题,并从数据体系、智能技术、培养方案、家校合作等角度提出了应对举措。文章的研究为各地区探索数据驱动的学生兴趣特长培育提供了基本思路和行动方案,有助于更好地落实“双减”政策,促进学生个性化发展。

In the era of data intelligence,large-scale teaching in accordance with students’aptitude requires that the scale of interest and specialty cultivation should be increased,the content be more comprehensive and the approach be more diversified.However,under the background of“double reduction”,there are some problems in the cultivation of students’interests and specialties,such as unclear starting point,inflexible organization,and limited resources.Based on this,relying on the“situation-individual”interest development theory,and the“eight-step system”for specialty measurement,and combing the case of“Wumen calligraphy and painting teaching practice in the era of big data”of Xinghui school in Suzhou Industrial Park,this paper constructed a logical framework for cultivating students’interests specialties driven by data,which included four stages of interest and specialty development,eight main ways of interest and specialty data collection and three key factors of the driving force of interest and specialty data application.Meanwhile,the possible problems of the framework application were discussed,and the countermeasures were put forward from the perspectives of the data system,intelligent technology,training scheme,home school cooperation and so on.The research in this paper provided basic ideas and action plans for various regions to explore the cultivation of data-driven students’interests and specialties,which was helpful to better implement the“double reduction”policy and promote students’individualized development.