同步课堂的多维价值审视——基于扎根理论的研究

Multidimensional Value Review of Synchronous Classrooms—A Study Based on Grounded Theory

同步课堂是利用信息化手段促进城乡、区域教育均衡发展的重要举措,各级各类教育人员对同步课堂均寄予厚望,但同步课堂的实践效果却存在区域差异,人们对同步课堂的价值认同存在分歧,制约同步课堂的持续推进。研究采用扎根理论研究方法,以ML区为研究现场,通过深度访谈、课堂观察、资料收集等方法获取数据,基于自下而上的归纳思路,通过开放—主轴—选择三级编码,形成了同步课堂价值的理论模型,阐述了同步课堂在师生个体成长、两端学校发展以及区域教育发展方面的多维价值,提出了同步课堂价值的层次性、两面性和进阶性特征,为人们客观深入认识同步课堂,促进同步课堂科学理性的可持续发展奠定基础。

Synchronous classroom is an important initiative to promote the balanced development of urban-rural and regional education by means of information technology.Educators at all levels and in all categories have expectations for synchronous classrooms,but there are regional differences in the practical effects of synchronous classroom,and there are differences in people's recognition of the value of synchronous classrooms,which restricts the sustainable advancement of synchronous classroom.This research adopts the grounded theory research method,selects the ML district as the research site,obtains data through in-depth interviews,classroom observations,and data collection,and forms a theoretical model of the value of synchronous classroom based on the bottom-up inductive thinking through the three-level coding of open-spindle-selection,which elaborates the multi-dimensional value of synchronous classroom in the individual growth of teachers and students,the development of schools at both ends,and the development of regional education.This study also puts forward the hierarchical,two-sided and progressive characteristics of the value of synchronous classroom,which lays a foundation for an objective and in-depth understanding of synchronous classroom and promotes the scientific and rational sustainable development of synchronous classroom.