中小学线上线下教学融合的实践困惑与评价改进

Practical Puzzlement and Evaluation Improvement of Online⁃Merge⁃Offline(OMO)Education

大规模问卷调查与案例研究发现,当前中小学线上线下教学融合面临着线上学习体验不佳,线下教学实践成效有待提升,教学数据的采集、分析和可视化呈现不充分等困惑。开展线上线下教学融合的评价,旨在促进学生核心素养的发展,优化线上学习体验,促进学科实践有效开展。运用扎根理论、德尔菲法以及行动研究等方法,本研究建构了涵盖融合教学的目标制定、融合教学的活动设计、线上教学的组织实施、线下教学的组织实施等四个一级指标、十六个二级指标、五十七个三级观测点的评价指标体系。指标体系的落实需要教师素养的提升、支持要素的强化以及学校领导管理能力提升等的系统支持。评价时要做到事先充分准备、有评价方案,评价过程科学、合理,评价后有研讨和反思。评价结果的使用着重于诊断成效、持续改进,起到奖优容错、激励改革,成事成人、促进转型的目的。

The OMO education in primary and secondary schools has been shown to face several challenges through large⁃scale questionnaire surveys and case studies,including insufficient online learning experiences,the need for im⁃proved effectiveness of offline teaching practices,and inadequate data collection,analysis,and visualization.To ad⁃dress these issues,the evaluation of online⁃merge⁃offline aims to promote students’core competency development,optimize their online learning experiences,and enhance the effectiveness of subject practice.This study employs grounded theory,the Delphi method,and action research and other methods to construct an evaluation index system covering four first⁃level indicators,sixteen secondary indicators and fifty⁃seven tertiary observation points.The suc⁃cessful implementation of the index system requires systematic support,including improving teachers’competencies,strengthening supporting elements,and enhancing school leadership and management capabilities.The evaluation process should be well⁃planned,scientifically,and reasonably executed,and followed by discussions and reflections.The evaluation results should focus on diagnosing effectiveness,continuous improvement,rewarding excellence,toler⁃ating errors,motivating reform,achieving results,and promoting transformation.