乡村教育何以振兴？5G远程课堂纵深促进城乡教育一体化发展的方略探析

• 作者： 贾伟 ^1,2 钟发全 ³
• 作者单位：
  1.  北京师范大学教育学部

  2.  重庆市教育科学研究院

  3.  重庆市石柱土家族自治县教师进修学校
• 通讯作者： 钟发全 
• 提交时间：2024-11-25

摘要: 我国高度重视通过教育数字化战略推进城乡教育优质均衡发展。科技革新的浪潮正推动人类迈进崭新的智能时代，“智能技术+”也成为教育顺应时代发展的必然趋势。在乡村教育振兴发展的时代背景下，面对教育数字化转型升级的紧迫趋势、教育与新技术深度融合的发展需求以及消弹城乡“数字鸿沟”的时代重任，深入应用5G等新一代信息技术，有利于促进线上线下教育融合发展，支撑城乡基础教育高质量发展。针对有序推进“5G+教育”全面落地，研究者倡导在新阶段开启5G远程课堂建设新征程，并尝试提出了具体实施路径：一是通过着眼5G远程课堂总动员、着手5G远程课堂新范式探究、着力为5G远程课堂赋能、开展5G远程课堂实证研究等，自上而下地加速推进5G远程课堂落地：二是通过创设5G远程课堂专门教室、配置5G远程课堂“三师”资源、建立异地同步教学预设机制、抓实教学过程性物化成果、研制过程性与终结性评价标准等，着力于新范式的探究，自下而上地全力抓实5G远程课堂建设；三是通过多维度探究协同精进的长效机制、多层次开展5G远程课堂技能培训、多渠道给予5G远程课堂政策支持、全方位推进5G远程课堂产学研一体，抓实5G远程课堂供给保障，久久为功，促进乡村教育转型提质。

Abstract: China is committed to promoting the high-quality and balanced development of urban and rural education through its digitalization strategy The wave of technological innovation is driving humanity into a new intelligent era, and "smart technology " has become an inevitable trend for education to keep pace with the times In the context of the revitalization and development of rural education, facing the urgent trend of digital transformation and upgrading of education, the deep integration of education with new, and the era’s responsibility of closing the urban-rural "digital divide", the in-depth application of next-generation information technologies such as 5G is conducive promoting the integrated development of online and offline education, and supporting the high-quality development of urban and rural basic education. To promote the comprehensive implementation of "5G education", researchers advocate starting a new journey of building 5G remote classrooms in the new stage, and propose specific implementation paths: First, by focusing on the mobilization of 5G remote classrooms, exploring new models of 5G remote classrooms, empowering 5G remote classrooms, and conducting empirical research on G remote classrooms, we can accelerate the implementation of 5G remote classrooms from top to bottom; Second, by creating dedicated classrooms for 5G remote classrooms configuring "three teachers" resources for 5G remote classrooms, establishing a pre-set mechanism for synchronous teaching across different locations, focusing on the processual materialization teaching, and developing processual and summative evaluation standards, we can focus on exploring new models from bottom to top, and fully implement the construction of 5 remote classrooms; Third, by exploring a long-term mechanism for collaborative advancement from multiple dimensions, conducting 5G remote classroom skills training at multiple levels, providing policy for 5G remote classrooms through multiple channels, and promoting the integration of industry, academia, and research in 5G remote classrooms, we can ensure the of 5G remote classrooms, and promote the transformation and improvement of rural education.

• 来自： 贾伟
• 分类： 教育学 >> 基础教育
• 稿件状态： 未投稿
• 引用： PSSXiv:202411.02222 (或此版本 PSSXiv:202411.02222V1)
  DOI:10.12451/202411.02222
  CSTR:32012.36.PSSXiv202411.02222
• 推荐引用方式： 贾伟,钟发全.乡村教育何以振兴？5G远程课堂纵深促进城乡教育一体化发展的方略探析.哲学社会科学预印本平台:https://zsyyb.cn/abs/202411.02222.[PSSXiv:202411.02222V1] (点此复制)