中国基础教育数字化转型的行动准则——基于政策文本的扎根理论研究

The Code of Action for the Digital Transformation of Chinese Basic Education——Grounded research based on the national policy text

随着互联网、人工智能等前沿技术在教育领域的应用,教育数字化转型已成为全球教育变革的趋势,我国基础教育信息化进入了以数字化转型为核心的新发展阶段。虽然已有研究对于教育数字化转型有了一定理论和实践研究,为后续的研究奠定基础,但研究视角相对较为宏观,且有关的政策文件研究和相关成果较少,研究方法多以内容分析、问题挖掘以及路径探究等为主。要想推动基础教育数字化转型进程,明确行动准则是开展实践的先决条件。基于相关政策文本,运用扎根理论研究方法,对基础教育数字化转型的行动准则进行探索性分析。通过开放式编码,共形成59个类属。包括个性化培养、专业发展培训建设、资源共享共建、校园新基建、平台体系新基建、多元主体参与、完善教学管理体系、建立多元评价机制等。通过主轴式编码,进一步凝聚为13个主类属,分别是人文关怀、学生培育、教师培育、教学质量、数字教育资源、基础设施建设、资金支持、多元主体合作、协同管理机制、评价机制、网络安全保障、标准规范体系、教育公平。通过选择式编码,最终形成3个核心类属,分别是培育机制、支持条件、保障机制。具体而言,培育机制作为基础教育数字化转型的前期投入,为建设智能社会发展输送源源不断的人力资源;支持条件作为基础教育数字化转型的助推器,为建设智能社会奠定坚实基础;保障机制作为基础教育数字化转型的运行方向和规范,为智能社会健康有序发展提供动力。在上述扎根分析的基础上,结合我国基础教育发展的实际,提出坚持以人文本的培养目标、以基础设施建设为重点保障、以教育公平为发展方向等措施,持续推进我国基础教育数字化转型。

With the application of cutting-edge technologies such as the Internet and artificial intelligence in the field of education,the digital transformation of education has become the trend of global education reform.Chinese basic education informatization has entered a new development stage with digital transformation as the core.Although there have been some theoretical and practical researches on the digital transformation of education,laying the foundation for subsequent research,the research perspective is relatively macro,and there are few related policy documents and related achievements.The research methods mainly focus on content analysis,problem finding,and path exploration.To promote the digital transformation process of basic education,clear action guidelines are a prerequisite for carrying out practice.Based on relevant policy texts,this paper makes exploratory analysis of the action guidelines for the digital transformation of basic education by using grounded theoretical research methods.Through open coding,a total of 59 genera were formed,including personalized training,professional development training construction,resource sharing and coconstruction,new campus infrastructure,new platform system infrastructure,diverse subject participation,improvement of teaching management system,establishment of diversified evaluation mechanism,etc.Through spindle coding,it is further condensed into 13 main categories,namely,humanistic care,student cultivation,teacher cultivation,teaching quality,digital education resources,infrastructure construction,financial support,multi-subject cooperation,collaborative management mechanism,evaluation mechanism,network security guarantee,standard specification system,and education equity.Through selective coding,three core genera are ultimately formed,namely,cultivation mechanisms,support conditions,and guarantee mechanisms.Specifically,the cultivation mechanism,as the initial investment in the digital transformation of basic education,provides a steady stream of human resources for the construction of intelligent society.Supporting conditions,as the booster of digital transformation of basic education,lay a solid foundation for building an intelligent society.As the operation direction and standard of the digital transformation of basic education,the security mechanism provides impetus for the healthy and orderly development of intelligent society.Based on the above grounded analysis and combining with the reality of the development of basic education in China,we put forward such measures as adhering to the cultivation goal of human-text,focusing on infrastructure construction,and taking education equity as the development direction to continue to promote the digital transformation of basiceducation in China.