新修订的《义务教育课程方案和课程标准(2022版)》的颁布,标志着核心素养已成为基础教育阶段引领教学变革的重要引擎,倒逼课堂教学走向素养本位的大单元教学.素养本位的大单元教学有利于提升教学整体站位,弥合正式课程与体验课程之间的落差,从课程角度落实学习中心理念.素养本位的大单元教学设计需要在核心素养育人目标体系下聚焦大单元主题与课时、学习目标、评价任务、学习过程、作业与检测、学后反思六个要素.在素养本位大单元教学实践中需要坚持"为学而教"的初衷,在实施路径上聚焦学科实践,在教学全程贯穿教-学-评一致性.

学生的个性化教育需求日盛,相互补充的学校、校外与家庭教育走向协同已成必然趋势.在此背景下,第19届上海国际课程论坛以"校内外协同育人:课程与教学领域的跨界合作"为主题,就校内外协同育人的理论、政策与实践展开了深入探讨.来自北美、北欧、东亚等国家(地区)的专家学者分享了学校教育、校外教育和家庭教育在不同协作关系中构建育人共同体的经验教训与学术新知.教育作为一项系统性工程,需要校内外的各方主体担负起主体责任,在协作共享与课程联动中发挥全面育人的功能.

学生使用数字教科书是革新课堂环境、实施数字化学习的重要实践活动.在传统工具思维范式下,学生使用数字教科书是一种个体行为,彼此相互孤立,导致使用数字教科书的目的、方式和过程被异化,无法指向深度学习.在学习中心思维范式下,学生使用数字教科书是一种以素养本位为逻辑起点、个性化学习为实践取向和多元互动为逻辑路径的有意义学习过程,体现了以学生发展为本的价值理念.基于这一思维,借鉴学习活动理论和移动技术学习任务模型,构建包含活动情境、学习者、数字教科书和学习结果在内的活动系统,并由此形成学生使用数字教科书的质量分析框架.

本文以山东省青岛市崂山区师生2020年春季在线教与学行为数据为研究对象,针对教师、学生在线教学和学习行为的活跃度及其倾向进行研究,以深度了解师生在线学习的现状、问题与挑战,以及性别、学科、城乡、年级等特征对在线学习行为活跃度及倾向的影响.研究发现:就教师而言,(1)男教师使用平台的活跃度远高于女教师,主要体现在总结反省类行为;(2)理科教师比文科教师使用平台活跃,主要体现在简单操作类行为;(3)就学生而言,城市学生比农村学生在使用平台的过程中更为活跃,主要体现在交流交互类行为;(4)随着年级的增加,学生在平台的使用过程中也相对较为不活跃,主要体现在交流交互类行为方面.

Shanghai Digital Lifelong Learning System is constructed to meet the requirements of learning society and learner＇s learning needs,incorporated with the practice of lifelong learning in Shanghai,and based on ＂ten websites and one resource center＂.It is an integrated ecological learning environment which has constructed five learning models to transmit learning resources and service,including Internet,the two-way satellite,IPTV,digital TV and mobile learning.This system has brought a series of specific application cases in digital lifelong education and Party member＇s distance education.

Education resource center is an important part of China's education informatization.Since 1990s,the construction of large education resource booms at home and abroad.However,there is a lack of research on the efficiency in using education resources centers.To fill in this gap,we studied the connotation and main content of use efficiency evaluation of education resource centers.Through a comprehensive literature review,we synthesized related assessment projects,including library use efficiency evaluation,e-government performance evaluation,IT performance evaluation,and education informatization evaluation.In addition,we use clustering method to derive four dimensionalities in the evaluation.All of which lay a foundation for future in-depth studies on use efficiency evaluation of education resource centers.

In China,the changing process of Moral Narrative is from the Story Method to Moral Narrative Method and to the Moral Narrative Mode.There are three problems in the present practice of Moral Narrative.The first is the irrational colonizing of the factors of students;the second is that the moral narrative can not meet the moral demands of students;the third is that it neglects the moral confusion of students.

Open distance education platform is the main application of lifelong learning, while the development of information technology give support to the construction of digital lifelong learning system. Shanghai Lifelong Learning Net is a web station constructed with web2.0 technology. Its main functions include learning resources, learning schedule and learning encourage. Its typical learning modes include autonomous learning based on subjects, cooperative learning based on learning circles, and individ- ualized learning based on presentation and assessment.

Concept-Resources Maps Authoring System is an independent software R&D by Shanghai Distance Education Group. Concept-resources maps conceive a new way to exhibit education resources. With the help of Concept-Resources Maps Authoring System(CRMAS), teachers and students can combine and organize education resources by means of concept maps.This paper first introduced research background, analysised meanings and main features of CRMAS, then analyzed the system’s architecture and RIA technology, and finally introduced its application in 52 laboratory schools in Shanghai.

With the enhancement of technology portability,mobile learning has had a more extensive application,so,it is very important to study the instructional method and instructional design in this kind of learning style.The paper review the current application mode of mobile learning in the formal or informal environment and the existing model of creating mobile learning experience,and will discuss the instructional design principle and process,including materials,equipment and methods of mobile learning.Finally,we design mobile learning resources and activities,based on which,we provide a new comprehensive model,namely place,technology,culture and satisfaction model(LTCS).This model overcomes the problems of early models,especially the loss of multicultural support for mobile learning scheme designers.Designers can use methods of this model to integrate multidisciplinary results into a heuristic design patterns that will maximize teaching ability of mobile learning.

本文通过对目前网络课程应用情况进行分析,提出"引领式"网络课程设计模式.即通过教师引领和网络课程机制引领,促使学习者在特定时间内有目标、有计划地学习指定的在线课程内容.本文主要围绕"如何有效地组织资源""如何有效地激励学习者学习"这两个核心问题进行"引领式"网络课程设计模式探讨,针对该模式进行核心内容、核心机制和辅助工具设计,并针对学习者和教师在该网络课程模式下的实施操作流程进行设计研究.最后对"引领式"网络课程的应用效果进行预测,并对后续研究进行了总结和展望.

We have argument on the aim of moral education for a long time,but little discussion on the foundation of the aim.The foundation is the aim fits the needs of the school and the subjects in moral education.And basing on this,we bring out eight criterions to judge the aim of moral education whether fit or not.

伴随着教育资源网络化、教育研究信息化和研究方式协同化等理念和应用的不断深入,网络教师共同体作为一种新的基于互联网的交互、协作的教育科研形式开始发挥强有力的作用。本文从教育科研信息化角度入手,选取了三个多方合作、功能较为完备的国内外教师共同体案例,对其设计方案、协作学习模式、技术支持手段、经验与挑战等方面进行了剖析。网络教师共同体逐渐成为教师专业发展、教师教育科研的基本形式,成为教育科研信息化的典型应用和充分体现。

教育信息化是信息社会的存在方式及发展必然.随着信息技术在教育领域的广泛应用,教育信息化领域也不断产生着新的应用需求.教育科研信息化,正是信息技术在教育科研领域应用需求的体现.信息技术在科学研究领域的应用模式及其方法,能够为教育科研信息化提供有益的借鉴.本文对信息化科研的基本内容、典型项目、所依托的基础设施、所采用的技术方法等进行了调查,并对如何将科学研究信息化的技术及方法在教育信息化领域中加以借鉴进行了展望.

伴随教育信息化、教育资源网络化的发展,学习的概念和方式也发生了显著变化。基于计算机网络的数字化学习,基于数字移动设备的移动学习日益受到人们的关注并在实践中得到应用。本文从E-learning和M-learning概述入手,从学习模式、学习资源和技术支持系统三个不同的视角分析探讨了两者在教育培训中的应用成效,以期对现有的教育培训活动有指导和借鉴意义。