To investigate the influencing factors of high school students’ deep learning competencies in the smart classroom environment (SCE), this study analyzed the factors related to students’ deep learning competencies in the SCE through a questionnaire survey with the 11th-grade students of a public high school in South China as the subjects. The structural equation modeling method was used to validate and analyze the inherent logical relationship between self-efficacy, teacher support, platform services, and students’ deep learning competencies in the SCE. The results indicated that students’ deep learning competencies in the SCE were at a high level, and students’ self-efficacy, perceived teacher support, and platform services all had a significant positive effect on students’ deep learning competencies. In addition, platform services had a moderate positive effect on students’ self-efficacy as well as teacher support, and teacher support had a significant positive effect on students’ self-efficacy.

Education digitization is a continuous evolution process triggered by digital technology and driving systematic changes in education. In the context of developing the digital economy and building a digital society, education digitization has received widespread attention from various countries. By comparing and analyzing the focuses of international organizations and the typical strategies of higher education digitization in major countries, the study finds that different international organizations and major countries have common characteristics in digital transformation in terms of resource environment, school running mode, teaching method, big data application, digital literacy, security mechanism, etc. Facing the future, we should continue to promote the integration and innovation of digital technology and higher education, with a focus on building a learner-centered, more open, integrated, and resilient.

教育数字化转型是构建教育新生态、解决人才供需矛盾、支撑教育高质量发展的必然要求,已成为教育领域备受关注的新热点.本文首先系统分析了世界各国推进教育数字化转型的主要举措与实施成效,然后梳理了不同时期我国教育信息化的发展历程和关注重点,接着从提升教育质量、推动教育公平、优化教育治理、实现终身学习四个方面剖析了我国进行教育数字化转型的必要性,最后思考了推进教育数字化转型的路径,以期为我国未来教育数字化转型的工作重点和发展方向提供参考.

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.

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.

加快特殊教育信息化的发展,是实现我国特殊教育创新与变革的重要举措.鉴于特殊教育信息化区域、校际发展存在较大差异,缩小特殊教育信息化发展鸿沟成为实现我国特殊教育资源优化配置的关键.文章采用综合评价指数等研究方法,对H省各区域特殊教育信息化发展现状及其差异进行对比分析,旨在探究影响区域特殊教育信息化均衡发展的关键因素.研究表明,H省特殊教育信息化发展存在数字化优质教育资源匮乏,各区域资源建设情况差异较大;尚未引入“信息技术教学—康复一体化”应用模式;管理信息化应用范畴狭隘,信息化经费投入机制尚未形成等问题.在此基础上提出推动H省特殊教育信息化发展的针对性建议,以促进H省特殊教育信息化均衡协调发展.

The principal's leadership of ICT is the key factor in the construction of school informatization and an important guarantee to promote the deep integration of information technology and education. Through analyzing the leadership standards and promotion programs of ICT in China and the United States and comparing the applicable targets, major tasks and specific contents of two countries' standards, this study finds that the two countries have differences in the leadership system of primary and secondary schools, leading to a broader range of U.S. standards and a clearer tasks in China. After comparing the curriculum structure, evaluation methods, safeguard measures and certification methods of upgrading projects between the two countries, this study finds that the STLI / STL program of U.S. has a wider range of courses and lectures to meet individual needs of learners. And the content of "upgrading projects" in China is more targeted, but there is still much room for improvement in certification methods and guarantee measures. On this basis, it is suggested that the training mode should be innovated, the implementation of the curriculum needs to be standardized and the certification mechanism should be guaranteed in order to promote principals'leadership of informatization.

随着云计算与教育融合的不断深入,教育云已经成为推动教育信息化的重要支撑技术.然而,我国教育云的发展由于受到区域经济发展水平和教育程度等因素的影响,在研究内容上缺乏广度和深度,与国外发达国家相比存在一定的差距.基于此,本文通过分析国外先进的教育云研究文献和案例,总结出国外教育云发展的三大特点和趋势:以应用支持为导向、以科学研究为保障、以智慧学习为目标.随后将国外先进的研究方向和特点与我国教育云研究的实际情况相结合,对我国未来的教育云发展提出了相关启示:通过依托政策保障、发挥市场作用、借助云端优势,实现高效的教育资源共享和良好的教学活动支持,为实现优质公平教育,建设终身学习的学习型社会提供支撑条件.

以特殊教育信息化带动特殊教育现代化,提升特殊教育质量,是实现我国义务教育均衡发展的重要途径.近年来我国教育信息化整体发展迅速,信息化建设成就突出,正逐步实现由教育信息化1.0向教育信息化2.0的跨越.与此同时,教育信息化区域、校际发展差异问题依然存在,教育信息化整体均衡协调发展任重道远.该研究采用问卷调查法,以中西部地区特殊教育中小学校为研究对象,从信息化基础设施、数字化教育资源、信息化教学应用、信息化管理措施和信息化保障机制五大维度开展调研,通过综合评价指数和多元线性回归分析方法对调研数据进行分析,旨在客观反映中西部地区特殊教育信息化发展水平和发展存在的问题,探究特殊教育信息化发展影响因素,在此基础上提出推动中西部地区特殊教育信息化发展的针对性建议.

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.

信息技术对教育发展具有革命性影响,以教育信息化全面带动教育现代化是应对信息时代教育发展挑战的战略抉择.世界发达国家十分重视教育信息化的发展,相继制定了系列政策规划指引教育信息化的发展方向,同时采取了多项举措推动教育信息化政策目标的具体落实.本文从组织机构、发展路线、推进策略及评估机制等四个方面深入分析了发达国家教育信息化政策推进路径及其典型特征.其推进路径是:设施建设—教育应用—变革创新;其特征是:多方参与政策推进,专门组织提供长期支持,配套激励措施提升政策效能,开展评估促进政策完善.在此基础上,立足我国实际,提出了对我国教育信息化推进的启示:一是注重调动多方面力量参与,促进教育信息化政策的有序推进;二是关注教育信息化政策的倾斜性,强调基础条件的均衡发展;三是建立数字教育资源的审查与评估机制,提升数字资源服务水平;四是重视教育信息化推进工作的评估,加大对评估标准及工具的研究.

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.

教育信息基础设施建设是实现教育信息化的物质基础和先决条件,也是教育信息化进程中重点建设内容之一.该文从我国教育信息化基础设施建设实际需求入手,在总结国外发达国家教育信息基础设施概况的基础上,从国家政策和项目、教育网络设施、信息化教学环境建设、终端设备、教育管理信息化等方面梳理教育信息基础设施建设的阶段特征,分析国外教育信息基础设施建设推进模式与管理服务机制,以期对我国的教育信息基础设施建设提出有益的启示.

Starting with the high position of infrastructure construction of ICT in education and its real demands in China, this paper introduces its construction status in China and the United States from such aspects as broadband access, classroom environment and popularity of terminal equipment. Experience and enlightenment for infrastructure construction of ICT in education is summarized based on typical measures and strategies of broadband improvement, cooperation between governments and enterprises as well as national education network setting up in the two countries.

ICT in education is an important part of educational modernization. Considering the importance of ICT during the development of education, the government is devoted to promoting the development level of ICT in education worldwide. This paper analyses the development situation of ICT in education in Korea from the system structure, development history and typical application and other aspects. By analyzing the development level of ICT in education in infrastructure construction, resource application, digital learning and teacher training to delve the development characteristic of ICT in Korea and provide reference to the development of ICT in education in China.

Performance evaluation of ICT in education has important significance to reflecting the development level of ICT in education accurately, and guiding the scientiifc and sustained development of ICT in education in China. This paper investigates the present situation and main research results relating to performance evaluation about domestic and foreign development of ICT in education by literature investigation, to summarize the key aspects of the performance evaluation of ICT in education, to analysis the performance evaluation of ICT in education, and to track the research trends and future directions of performance evaluation of ICT in education in China. The innovative research on index system of performance evaluation expands the practice research ifelds of performance evaluation of ICT in education and increases the effect of performance evaluation studies on policy formulation, which have far-reaching theoretical and practical value on the strengthening development of ICT in education in China and the promoting of performance evaluation to be objective, scientiifc and practical.

起源于美国的翻转课堂教学模式正以其独特的优势引起各国教育界的重视和青睐,福建省福鼎市第二中从自身实际情况出发,以智能手机作为开展翻转课堂教学的工具,开创了独具特色的基于移动学习终端的翻转课堂教学新模式.本文采用案例研究法,探究该模式的具体教学效果.研究发现,翻转课堂真正实现了以学生为中心的教学模式;增加了学生的学习时间;培养了学生自主学习、协作学习、沟通表达等能力;提升了教师的信息技术应用能力,教学设计和学科专业水平;增进了师生间的情感交流,塑造了新型师生关系.

“未来教室”具有优化教学内容、便于学习资源获取、促进课堂交互开展以及情境感知、环境管理等功能.苏州中小学在“未来教室”的建设及应用方面已取得较大成效,本文通过分析苏州市“未来教室”的各个功能特性在教学中的实际运用情况,了解到苏州中小学教师对“未来教室”的操作平台比较熟练,“未来教室”环境下的讨论式、探究式和交互式教学模式非常受教师欢迎,教师对“未来教室”的交互性、情境性等持肯定态度,试图为全方位地提升和加强信息化环境下的教学模式的理论创新和实践应用提供思路.

Nowadays, countries all over the world are advancing the modernization of education and promoting the education reform by ICT in education. The infrastructure construction, as the prerequisite and the necessary condition of ICT in education, reflects the development level of it to some extent. The infrastructure construction in South Korea has made obvious progress and accumulated valuable experience, mainly embodied in the management system, the top-down design, the investment and the sustainable development. The experience of South Korea can be used for reference by China to improve the current status. In terms of operating mechanism, a management system should be established at the national level through the nation, the province, the city, the county and the school; in terms of financial guarantee, enterprises and governments should be encouraged to participate in the infrastructure construction, and financial supervision should be reinforced to ensure the sustainable development;in terms of infrastructure application, the education cloud service model should be established, the resource sharing and the teaching mode innovation should be promoted.

美国高等教育信息化专业组织(EDUCAUSE)是高等教育信息化领域颇具影响力的专业组织,是世界各国高等教育机构推进教育信息化的引领者.其2000年至今发布的年度美国教育信息化十大战略议题清晰地描述了美国高等教育信息化的发展重心.梳理EDUCAUSE议题委员会每年提出的美国高等教育信息化十项战略议题,有利于深入分析十大议题的变化趋势,探究美国高等教育信息化的发展趋势,旨在为我国高等教育领域的信息化发展战略提供有益的借鉴.