小学跨学科教学的五维困境:数字化纾解之道
The Five-Dimensional Dilemma of Interdisciplinary Teaching in Elementary Schools:A Digital Relief Approach
郭夏欢1
作者信息
- 1. 重庆师范大学教育科学学院,重庆 401331
- 折叠
摘要
推动教育数字化不仅是中国教育实现高质量发展的创新路径,同时也是开创教育发展新优势的关键突破口.然而,当前中国数字转型下的小学教师跨学科教学面临目标浅显化、学科简单化、资源匮乏化、结构形式化、文化影响局部化的"五维困境",这严重制约了教育高质量发展以及教育新优势的形成.因此,本文基于教育数字化的时代背景,从目标、教师、教学、文化、资源的五个维度,提出数字技术赋能纾解小学教师跨学科教学"五维"困境的对策,助推教育强国建设.
Abstract
Promoting the digital of education is not only an innovative path for China's education to achieve high-quality development,but also a key breakthrough to create a new advantage in education development.However,the interdisciplinary teaching of elementary school teachers under China's digital transformation is currently facing the"five-dimensional dilemma"of superficiality of goals,sim-plicity of disciplines,scarcity of resources,formalization of structures,and localization of cultural influences,which seriously restricts the high-quality development of education as well as the formation of a new advantage in education.Therefore,based on the background of the era of education digitization,this paper proposes countermeasures to alleviate the"five-dimensional"dilemma of elementary school teachers'interdisciplinary teaching empowered by digital technology from the five dimensions of goals,teachers,teaching,cul-ture,and resources,so as to promote the construction of a strong education nation.
关键词
数字教育/价值意蕴/跨学科教学/困境与路径选择Key words
digital education/value implications/interdisciplinary teaching and learning/dilemmas and path choices引用本文复制引用
出版年
2024
NETL
NSTL
万方数据