In order to inspire future researches and practices regarding the use of Artificial Intelligence Generated Content (AIGC) in education, this study conducted a literature review on AIGC in education. The study found that using AIGC in teaching and learning brings unprecedented opportunities for digital transformation in education, including providing technical support for the enhancement of personalized learning, empowering the cultivation of higher-order cognitive skills, and transforming educational assessment to reshape teaching and learning. Nevertheless, the application of AIGC in education may involve risks such as cognitive biases, ethical concerns, and widening the digital divide. To address the risks, coping strategies have been proposed by researchers, including strengthening the capability of providing reliable AIGC services, developing ethical guidelines for AIGC in education, and promoting teachers’ and students’ digital literacy. However, the existing studies mainly focused on theoretical analyses, and practical researches of AIGC in education is still limited. Based upon the literature review, the authors put forward future research directions for reference.

To explore the influencing factors of junior high school students’ learning engagement in the smart classroom, this paper took eighth-grade students in a public junior high school in the northwest of China as the subjects, analyzed the relevant factors of junior high school students’ learning engagement in the smart classroom through questionnaire survey. In addition, the structural equation model is used to verify and analyze the internal logical relationship among self-efficacy, performance expectancy, teacher support, and students’ learning engagement in the smart classroom. The results indicated that the self-efficacy and performance expectancy of junior high school students in the smart classroom had a significant positive impact on students’ behavioral engagement, emotional engagement, and cognitive engagement, while teacher support had a significant positive impact on students’ behavioral engagement and emotional engagement.

课堂教学环境直接影响教学实践,其发展有赖于技术革新,先后经历了工业技术时代的传统教室、视听技术时代的多媒体教室和信息技术时代的智慧教室等阶段.教育数字化转型对教学环境变革与创新提出新要求,尤其是三元空间的一体化融合、教学模式的综合应用、教学评价的立体化实现等要求构建新型课堂教学环境.新型课堂教学环境通过资源的数字化重构和终端的智能化升级,打造立体化、多元化的教学场景,满足师生的个性化、定制化需求.与前三代课堂教学环境相比,新一代课堂教学环境在目标、工具、资源、方式、空间、评价和技术上均有突破,并蕴藏无限潜能,特别是在教学主体的智能化与多元化、交互方式的便捷化与自然化、场景的低门槛与规模化方面.加快新一代课堂教学环境的构建,带动教学模式、评价方式、管理方式的变革创新,是未来教育发展的必然趋势.

虚拟仿真实验是促进信息技术与高校实验教学深度融合的重要内容.基于虚拟仿真实验教学课程共享平台数据,通过对所有国家认定的一流课程进行统计分析,探究不同学科门类课程的建设指数、接触指数、应用指数、难度指数、互动指数,根据统计分析结果,在课程建设、课程应用以及课程用户体验方面提出相应的对策建议.

教育元宇宙将塑造新的教育形态,带来教师发展的深刻转变.元宇宙在教学环境、教学资源、教学方式、师生关系及教师职业道德方面产生的影响,对教师能力提出了新要求.如何创设虚实融合的教学情境,定制跨学科教学资源,开展全要素过程性评价和人机协同教研,提高应变和共情能力成为教师面临的新挑战.应对这一挑战需全面推进"元宇宙+教师教育",调动政府、企业、学校和教师的积极性,科学布局教师教育体系,建立教育元宇宙大平台,培育教师发展典型案例,鼓励教师主动适应教育元宇宙发展.

ICT (information and communications technology) evaluation in education is a key step in measuring the development level of education informatization. At present, the statistical data of evaluation process mainly be transmitted in the form of static chart files. How to grasp the overall evaluation status of each evaluation area in real time and understand the latest progress and bottlenecks of evaluation work is an urgent problem. This work-in-progress paper proposes a real-time monitoring system for ICT evaluation process in education based on CesiumJS 3D visualization, which can provide multi-modal 3D visualization for dynamic evaluation process data and further support knowledge mining.

With the development of computer science in our country, more and more intelligent products appear in people’s daily lives, bringing convenience to people’s lives. In the education industry, an intelligent learning system has also emerged. After learning the relevant knowledge of the construction of the intelligent learning system and the Apriori algorithm, this article builds the intelligent learning system based on the Apriori algorithm, and take the university physics department as an example to study and analyse the function and realization of the system.

随着教育信息化建设工作的不断推进和应用成果的不断积累,我国教育信息化发展逐步从重视学校数字教育资源配置转为重视其在教育教学中的深度应用、融合创新.文章从应用场景、应用主体和应用工具三个层面构建我国基础教育信息化应用模型并选取信息化应用核心指标,采用综合指数计算全国各省基础教育信息化应用指数,同时对东、中、西部地区教育信息化应用发展差异进行测算和分析.研究结果表明,我国中小学校信息化应用省际和区域差异明显,基础教育信息化应用整体发展不均衡.

Educational informatization is the process of effectively applying information technology to teaching management and teaching research. Quantitative assessment of educational informatization level is an important means to promote education reform and development. With the comprehensive advancement of education modernization, traditional static and discrete assessment methods of educational informatization level have been difficult to meet the needs of dynamic update and process processing of assessment applications. The seamless integration of assessment questionnaire design, survey data collection and automatic assessment data calculation has become a basic requirement for educational informatization assessment system. This paper proposes a design method of intelligent questionnaire for automatic educational informatization assessment. It supports the parametric design of the assessment questionnaire by enriching the semantic expression of the data model of assessment questionnaire, supports the automatic collection as well as automatic analysis of the questionnaire data by enhancing the information interaction ability between each node of the assessment process, and eventually realizes the automatic processing of educational informatization assessment.

The balanced development of education informatization is an important foundation for realizing education equity. Traditional research lacks a macro analysis perspective on the education informatization development, which will inevitably lead to the spatial imbalance in the construction of digital campuses. Analyzing the spatial distribution characteristics hidden behind will be useful to guide the precise management of the construction of education informatization. This paper proposes a method for analyzing the spatial distribution equilibrium of educational information development based on standard deviational ellipse analysis model. It takes Hubei Province, a pilot province for education informatization in China, as the research object, and comparatively analyzes the spatial distribution characteristics of the construction of digital campus from 2017 to 2019. The case study of Hubei province finally provides scientific judgment basis and theoretical practice reference for the development and construction of education informatization in the new era of education informatization 2.0.

2.0行动计划开启了教育信息化的新时代.近年来,天津市基础教育信息化做了大量工作,取得了重要成就.该文通过问卷调查和实地走访,以翔实的数据和典型案例,全面系统反映了全市基础教育信息化在环境设施、教育资源、教学应用、教育管理、保障机制方面的成就和不足,根据存在的问题,从教育治理的视角,提出了相关发展建议:建立网络空间推进机制;区域协同促进教育均衡;建立信息化应用评价机制提高教育效能;推动信息化校园与教育治理新模式的发展融合,提升教育治理水平;从而推动全市基础教育信息化科学健康发展.

Smart school is the development frontier of ICT in education. Understanding the status quo of smart school development has a positive impact on promoting the construction and development of smart school. This study surveyed and analyzed the development of 34 smart schools in China from the five dimensions of ICT infrastructure, digital resources, ICT application, information literacy and safeguard mechanism. The results indicated that the development of the schools across five dimensions is not balanced, the smart schools showed no difference between urban schools and rural schools, while the difference of safeguard mechanism between primary school and secondary school existed. Based on the findings, this study suggested that the development of safeguard mechanism and ICT infrastructure should be improved, and secondary schools could employ more ICT staff and improve school staff training quality.

推动优质数字教育资源的普遍应用,能够促进教育教学的结构性变革,实现教育信息化助力基础教育均衡发展.基于中部H省2641所中小学的调查数据,借助多群组结构方程模型,以地域作为类别参数,分析了基础设施、管理信息化、保障机制三个学校层面因素对中小学校数字资源应用的影响.结果显示,农村学校在不同假设路径中的影响存在显著差异.为缩小城乡学校数字资源应用水平差距,应从信息化教学环境、管理信息系统、信息化队伍、信息化经费投入等多方面入手.

The trend of using Learning Cyber Space is now rapidly expanding in China, which is expected to change the teaching and learning mode in primary and secondary school. Teachers' usage plays a key role in promoting the LCS. However, the teachers' registering rate of LCS is relatively high while the actual usage rate is low. The purpose of this study is to verified factors including learning resource, user-interface and function, perceived ease of use that affected primary school teachers' use of LCS. The result shown that user-interface and function and perceived ease of use have significant influence on the primary school teachers' use of LCS. Perceived ease of use was found as the most significant factor for usage of primary school teachers' LCS. Learning resource, however, has little impact on the primary school teachers' use of LCS. Implications of this finding are also discussed, which could provide some suggestions for the future development of LCS.

With the rapid development of ICT in education, it is of great significance to use information technology to support the assessment of educational evaluation and the regional development of ICT in education. Through methods of literature research, expert consultation and practical investigation, this study firstly designed an evaluation index system, which includes infrastructure, application of ICT in teaching, application of ICT in teaching and research, application of information management services and information guarantee. Then, the present study integrated AHP subjective valuation method with CRITIC objective valuation method to set the index weight, and established calculation model with linear weighted method. Finally, regional evaluation system of ICT in education was constructed based on evaluation index and calculation model. The practice showed that the system can simplify the evaluation process, realize monitoring and evaluation, and play an important role in promoting the change from development evaluation to performance evaluation in the process of ICT in education.

As more and more enterprises realize the importance of advertising to the information dissemination of enterprises, the demand for advertising talents is increasing.Many colleges and universities offer advertising major.However, some advertising graduates in the employment process, such as theoretical foundation is not solid, practical ability is not strong and so on.Therefore, in the professional construction, teaching quality construction is the top priority, especially the construction of teaching quality assurance system.Taking the advertising specialty of Qujing Normal University as an example, this paper explores the construction of the teaching quality assurance system of the major, and puts forward the corresponding suggestions and suggestions.With the promotion of the importance of marketing in business management, advertising has gradually become the most effective means of communication in the promotion strategy of enterprises.In order to better meet the needs of advertising talents, many colleges and universities have opened advertising major to train highly qualified and highly skilled advertising professionals.The construction of advertising science is a systematic project with complex elements and many factors.Teaching quality is the most essential factor for a professional development.The quality of teaching directly affects the construction and development of majors, the improvement of students' abilities and employment.In the construction of the teaching quality of advertising majors, there are some problems, such as unclear construction goals, unreasonable construction of teachers and teaching conditions.In conjunction with the needs of local economic and social development, Qujing Normal University opened a undergraduate major in advertising in 2004.Since, in order to cultivate senior advertising professionals, to better serve the local social services, we strengthen the construction of teaching quality, in specialty construction, to ensure the advertising professional teaching conditions, improve the quality of teaching professional, constructing teaching quality guarantee system, and achieved good results.

研究目前国内外数字化教学资源的分类体系、分类方法以及分类标准,总结不同维度的资源分类方法,从对象、学科、专题、媒介、功能、产品这6个维度构建资源的多维分类体系,并结合资源建设、资源共享和管理维护中的应用模式和应用场景,就不同维度的分类方法进行讨论说明.该分类体系不仅全面梳理了各级各类教育领域常用数字化教学资源形态,而且作为一个开放的分类体系,允许使用者在具体情境中进行抽取、修改和拓展.

随着教育信息化的快速发展,我国高校教育信息化的基础设施和资源配置已有了一定的水平和规模,高等教育信息化已逐步从“建设”阶段向“应用”阶段迈进.高等教育信息化应用评估是了解高校教育信息化应用状况,促进高校教育信息化发展的重要途径.构建有针对性的信息化应用评估模型对深入评估高校信息化应用水平,推进高校教育信息化应用发展进程有重要作用.目前大多数高等教育信息化评估模型主要从信息化水平的整体发展角度出发,而专门针对信息化应用的、系统的评估模型极少.本研究结合我国高等教育当前的信息化发展阶段,从信息化应用的角度出发,对高校信息化应用进行系统分析,综合运用文献计量法、解释结构模型法、专家调查法等方法构建了一个针对高等教育信息化应用的核心评估模型,并基于该模型对某高校的教育信息化应用水平开展评估实践,以期为后续相关研究提供借鉴与参考.

In the “Internet +” era, high-speed and stable Internet provides basic guarantee for the application of ICT in schools. This paper classifies the Internet connection policy in K-12 schools in United States and describes the following four approaches for connection: schools connect through the district to research & education networks, schools connect through district to commercial ISP, schools connect directly to commercial ISP, devices connect directly to commercial ISP. On the basis of summarizing advantages and disadvantages of the above four different types, comparing and analyzing with the connection approaches in our country, and then provide suggestions on policy guarantee mechanism, high quality application of funds, the degree of enterprises’ participation for the Internet connection in primary and junior secondary schools in China.

As an important part of ICT in education, teacher's ICT application ability in teaching and research is vital to improve teachers' professional development and to promote the education modernization. Understanding the development of teacher's ICT application ability in foreign countries and analyzing the difference between teacher's application ability in urban and rural are an important reference value for the development of education; besides, those are helpful for the improvement of teachers' ICT application ability in teaching and research, including the application of digital teaching resource systems and the quality of the whole teaching and research activities. The research is beneficial to promote the teachers' ICT application ability in urban and rural areas in China.