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乡村中学数字化教学资源开发与利用研究

【作者】 张琴

【导师】 李森;

【作者基本信息】 西南大学, 基础教育学, 2017, 硕士

【摘要】 随着教育现代化和教育信息化的发展,数字化教学资源的开发与利用受到很大程度地重视。近年来,国家不断颁布教育信息化的相关政策以推动其发展。数字化教学资源的开发与利用不仅是教育现代化和教育信息化的表现,也是国家教育发展的应有之义。乡村教育的发展在一定程度上决定了我国教育事业发展的速度和质量。然而,乡村中学在开发与利用数字化教学资源的过程中存在着很多的阻力与障碍,限制了其有效地开发与利用。首先,乡村学校的信息基础建设与城市数字化仍存在着巨大差距;其次,乡村教师应用信息技术的水平有限;再次,学校数字教学资源管理欠缺标准化、规范化;最后,城市优质资源的引进水土不服。基于此,文章对乡村中学数字化教学资源的开发与利用进行综合研究。全文共分为七个部分:第一部分:导论。导论部分包括问题提出的背景和缘由,文献述评,研究的思路与方法,除此之外还介绍了研究重点、难点和拟创新点。第二部分:乡村中学数字化教学资源的解读。该部分在介绍教学资源基本概念的基础上,认为数字化教学资源是指经过数字化处理的教学资源,用以支撑教学活动顺利、有效进行的可以在多媒体或网络环境下运行的教学活动材料,如多媒体课件、试题库、电子文本、图片、视频等等。第三部分:乡村中学数字化教学资源开发与利用现状调查。本部分主要介绍研究设计、调研结果与分析、乡村数字化教学资源开发与利用存在的主要问题。调研的整体结果为:乡村数字化教学资源的开发和利用与教师教龄、教师信息化能力、教师毕业专业和所授学科有着密切关系,乡村数字化教学资源开发的总体水平中等偏上但仍存不足。第四部分:主要在前文分析和访谈的基础上介绍数字化教学资源开发与利用现存问题,在开发方面的问题主要包括:一是基础设施较差,投入有限,重视程度较低;二是数字化教学资源设备的装前装后管理不到位。在利用方面的问题主要包括:一是乡村中学教师数字化教学资源的利用能力有待提升;二是数字化教学资源的本土适应性较差等等问题。第五部分:乡村中学数字化教学资源开发的理论依据。本研究选择计划行为理论和教育传播理论作为理论依据。计划行为理论包括主观规范、行为态度和知觉行为控制三个方面。教育传播理论以“拉斯威尔的“5W”传播理论、施拉姆的双向传播理论以及贝罗的“SMCR”传播理论”为代表。第六部分:乡村中学数字化教学资源开发与利用的策略。本研究结合计划行为理论和教育传播理论,在分析数字化教学资源开发与利用所存在问题的基础上,构建了数字化教学资源开发与利用的基本策略。开发策略主要包括:首先,改善数字化教学资源开发条件;其次加强数字化教学资源设备管理。利用策略主要包括:首先,提高乡村中学教师数字化教学资源利用能力;其次,合理利用和发掘本土资源。第七部分:结语。本部分主要对数字化教学资源开发与利用研究进行总结,并指出教育的终极目标在于育人,育人目标通过教学活动实现,数字化教学资源是实现教育教学活动育人目标的桥梁,桥梁的质量很大程度决定着育人效果。

【Abstract】 With the development of modernization and education informatization,the development and utilization of digital instructional resources have been paid much attention.In order to promote its development,Countries constantly promulgated education informatization relatedn policies,especially in the last few years.The development and utilization of digital instructional resources is not only the performance of education modernization and informatization, but also the proper meaning of the further development of national education. The development of rural education determines the quality and speed of our country’s education career.However, there are a lot of resistances in limiting its development and utilization effectively in the process of development and utilization of the digital teaching resources of the rural middle school.First of all, there still exist a huge gap between the rural and city schools’ digital information infrastructure.Secondly, the level of the rural teachers’ information technology is limited. Thirdly, the school digital teaching resources management lack of standardization and normalization; finally, the abroad resources introduced cannot fit well. Based on this, I choose rural middle school to do the research.The article is divided into seven parts:Part I: introduction.Introduction part introduces the background and the reason of the problem,review of the existing literature,ideas and methods in this study, and the emphases,difficulties and innovation points in also introduced.Part II: The explanation of digital instruction resources of middle school of in rural area. Based on the description of conception of teaching resources,I think that digital teaching resources is made through digital processing,a kind of material which support teaching activities run smoothly or efficient,such as multimedia, multimedia courseware, database, electronic texts, pictures, audio, video and so on.Part III: The investigation of digital teaching resources development and utilization of rural middle school. This part introduces the main problems in the development and utilization of the digital teaching resources in rural areas such as the research design, research results and analysis. The overall results of the survey reveals that there is a close relationship among the development and utilization of digital instructional resources and teachers’ teaching experience, teachers’ information ability, teachers’ university major. The overall level of the development of the digital teaching resources in rural areas is still not enough.Part IV:The problems of digital teaching resources development and utilization of rural middle school. There are many problems in the development and utilization of digital instructional resources.Firstly,there are limitations of the development of digital teaching resources, mainly among the teachers’ professional, regional and teacher level. Secondly,the ability to use the digital teaching resources of rural middle school teachers should be improved, including teachers’ own ability and the level of teachers’ processing equipment. Thirdly,the searching rate of digital teaching resources of rural middle school is not high and teachers choose it blindly which mainly related to the developers blindly follow the trend, disregard for the school practice, on the other hand relates to blindly choose the teaching of digital teaching resources. Fourthly,there is a whole waste of digital teaching resources in the rural secondary school,mainly embodied in equipment unused, supporting resources and school teaching materials do not match, the data update slower and less local resources, production of rough and so on.Part V: The theoretical basis of the Rural Middle School of digital teaching resources development. This research choice theory of planned behavior and education communication theory as the theoretical basis. The theory of planned behavior including subjective norms, behavior and attitude and perceived behavioral control three aspects. Education communication theory to Lasswell’s "5W" communication theory, Schramm’s two-way communication theory and Berlo’s "SMCR" communication theory "as the representative.Part VI: Development and utilization strategy of digital teaching resources of rural high school.Based on the research results and theoretical basis, the corresponding problem solving strategy is put forward. Development strategy mainly includes two aspects.Firstly,improving the structure of the network level of rural middle schools.Secondly,strengthening the management of digital instructional resources and improving the efficiency of resources repetition.Utilization strategy mainly includes two aspects. Firstly,Strengthening the training of information technology and improving the utilization of teaching resources.Secondly,building awareness of digital resources and paying more attention to the digitalization of local resources.Part VII: summary. This part is mainly to summarize the development and use of digital teaching resource,and points out that the ultimate goal of education is to educate people.Educational goals can be achieved through the activities of teaching. Digital instructional resource is the bridge between education teaching activities and educational targets, which determines the quality of the education effect to a large extent.

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  • 【网络出版投稿人】 西南大学
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