民族地区乡村教育数字化转型的内在机理、现实牵绊与行动理路
The Internal Mechanism,Realistic Obstacles,and Action Paths of Digital Transformation of Rural Education in Ethnic Areas
谭天美 1谭惠铃1
作者信息
- 1. 广西师范大学 教育学部,广西 桂林 541000
- 折叠
摘要
民族地区乡村学校数字化发展的内生动力不足是"大数据"背景下制约民族地区乡村教育数字化发展的症结所在,也是数字资源作为外生力量服务乡村教育数字化发展需要突破的关键.外部资源主要以自上而下的路径干预乡村学校发展,抑或是单方面将乡村学校数字化建设聚焦于地方教育局主导、自下而上的内生发展视角,都难于满足乡村教育数字化发展的多元需求.新内生发展模式作为一种整体性视角的发展思路,旨在消解内生与外生的"二元"对立格局.在此思路下,基于新内生发展理论论述推进民族地区乡村教育数字化建设的内在机理,揭示推进民族地区乡村教育数字化建设的现实牵绊,进而对所存在的现实牵绊提出可行的行动理路.
Abstract
The insufficiency of endogenous driving force for the digital development of rural schools constitutes the core issue that restricts the digital development of rural education in ethnic areas in the context of"big data",and it is also the key breakthrough point where digital resources serve as an exogenous force for the digital develop-ment of rural education.External resources mainly intervene in the development of rural schools in a top-down manner,or unilaterally focus the digital construction of rural schools from the perspective of bottom-up endogenous development led by local education bureaus,which is difficult to meet the diversified needs of the digital develop-ment of rural education.As a holistic development perspective,the new endogenous development model aims to e-liminate the"dual"opposition pattern between endogenous and exogenous factors.Thus,based on the new endoge-nous development theory,this paper explores the internal mechanism for promoting the digital construction of rural education in ethnic areas,in order to disclose the realistic obstacles in promoting the digital construction of rural education in ethnic areas,and subsequently proposes feasible action paths for the existing realistic obstacles.
关键词
教育数字化/民族地区/乡村教育Key words
Education digitization/Ethnic area/Rural education引用本文复制引用
出版年
2024
NETL
NSTL
万方数据