教育资源数字化的价值取向研究
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摘要
教育资源数字化由三个层面的活动构成。其一为基础性的技术层面,表现为依托数字化“硬件”与“软件”技术,建设教育资源的数字化平台与保障现代远程教育的渠道畅通;其二为内容层面,表现为通过“数字复制”将教育者与学习者的精神产品聚合而形成“教育软件”,并通过现代远程教育等渠道提供给教育者与学习者;其三为应用层面,表现为在“潜件”(即教育思想)的指引下,利用数字化“硬件”与“软件”,营造数字化的教育环境,以满足教育者、学习者对互动交往、学习内容等方面的需求。
而教育资源数字化的价值定位是上述三个层面的活动推进与发展的逻辑原点。种种实践案例表明:教育资源数字化的活动一开始就暗含着不同的价值定位。人们从特定的文化背景和自己对教育的理解出发,选择或者倾向于某种价值目标。这些目标一经确立,便影响到教育资源数字化的规划、技术路线、应用效果等。人们的不同价值定位,导致了教育资源数字化活动在各个层面上多种“认识或看法”之间的碰撞与对峙。
这使得我们不得不认真思考下述几个问题:数字化技术是否能够引领或决定教育的发展?实践中的价值观念冲突因何而起?教育资源数字化的价值如何定位?本文对上述问题的回答,其思考的理论基础在于:在教育资源数字化的技术实现、内容提供与应用实践层面,人们均应当以真实促进人的生动发展为价值取向;此种价值取向,既追求实现基于生命独特性之数字化教育,又致力于保护与传承人之“生于斯、长于斯”的本土文化资源。
本研究通过文献研究、个案分析和网络调查的方式,梳理了教育资源数字化活动在技术层面、内容提供与共享应用等方面的已有主张。就技术实现而言,教育资源的数字化集成,已经历由早期静态的教育资源库到着眼于动态交互的教育资源数字化平台的发展历程;数字化技术的发展也提供了教育资源实现以人为核心聚集与实时交互的可能性;“融件”和“主题资源单元”等资源重组概念的提出,亦表明研究者越来越重视教育思想的引领作用。然而,“技术可能性”与“内容聚集层面的事实”之间的矛盾却是明显的。本文针对网络教育资源库的抽样调查发现:多个教育资源数字化平台的内容聚集是以为学科教学服务为导向的,种种数字化平台集成的所谓优质教育资源,其为应试服务的资源类型比重较大;而分析人们对“优质教育资源”的认识与界定,亦发现实践中盛行根据教育资源数量、学校声誉或学生考试成绩来评价教育资源是否“优质”的做法。而在数字化教育资源的共享与应用层面,人们或持普及与应用互联网便可缩小东西部之间教育及经济发展差距的价值预设;或持只要实现教育资源内容的开放与共享,便可提升欠发达地区教育质量的价值预设。
本文的研究源于教育实际问题,阳野考察成为重要的研究方法。近年来,基于数字化技术是教育的发展机遇或优质教育资源的远程应用可提升西部教育水平等立场,多个现代远程教育项目在我国西部地区推动教育资源数字化的建设与应用。“天网、地网”将地域辽阔的西部地区纳入到了教育的数字化轨道,其数字化“硬件”、“软件”的普及程度随着巨额资金的投入而不断提高。本文选取重庆市黔江区、四川省广元市、甘肃省古浪县黄羊川、青海省湟源县等西部四地作为田野考察点,重点考察了两个现代远程教育项目——国家主导并投资百亿巨资的“农远工程”和企业主导的“千乡万才工程”项目的应用状况。其中,重庆市黔江区是较早进入“农远工程”的地区,其建立的“一机三用”之“黔江模式”正在重庆全市及西部一些地区推广;而甘肃省古浪县黄羊川镇是“千乡万才工程”的第一个试点,其建立的“以校领乡”之“黄羊川模式”正在所有会员学校中复制。四川省广元市和青海省湟源县,不但有“农远工程”介入,亦分布有“干乡万才工程”会员学校,两个地区皆属于两个项目的延续,即模式化推广的地区。
比较两个项目,发现其在应用活动中表现出来的特点各有不同:“农远工程”以“光盘播放点、卫星接收点和计算机网络教室”的“硬件”配置方式介入西部农村中小学,远程传送所谓优质教育资源并应用于教育、农民致富等活动,其应用活动呈现“内容为王”的特性;“千乡万才工程”着力于营造西部地区学校与乡村的数字化教育环境,即为每所会员学校配置计算机网络教室、建立东西部之间的互联网交互平台,展开帮助当地教师、学生与农民应用互联网的技能培训,帮助当地人利用互联网渠道提高素质、寻求就业或致富,并引导其将西部文化资源数字化以吸引外界的关注,其应用活动呈现“渠道至先”的特性。本文结合问卷调查和访谈,在田野考察中收集了大量资料,分析了教育资源数字化存在的问题和各种价值观念冲突的深层原因。
西部四地两个项目的应用存在如下问题:
1.“农远工程”项目着力于将东部教育信息资源远程传送至西部地区,在一定程度上缓解了一部分边远农村小学师资紧缺的问题;项目的应用亦在部分地区促进了教师信息技术素养的提升。但是,“农远工程”项目资源的应用频率在地区及学校间存在明显差异;远程教育资源的应用活动未能发挥教师的重要作用;项目提供的远程教育资源以东部学校学科教学资源为主,不能完全适应教师、学生的实际需求,且管理部门的评价方式简单化、配套服务措施不足。
2.“千乡万才工程”项目在西部农村地区分散吸纳了150多所会员学校,以互联网为“东西联结”的渠道,其利用网络平台组织的“西才东用”、“西部故事”等活动初步取得了成效;但是,项目的“黄羊川模式”并不能在其他地区复制;当地学校有“数码才能”的教师和学生亦未能带动农民发展电子商务;企业由于资金、人力短缺的限制,对教师和学生实施的远程教育培训并未普及。项目远没有实现以数字化技术推动当地学校教育质量提高并促进当地社会信息化的目标。
两个项目实践中的种种问题出现的根源既有共性又存在差异:
1.基本价值定位产生偏差。从表面上看,两个项目都倡导基于提升教师和学生素质的教育,期望当地农村学校利用项目资源,营造数字化的教育环境,致力于提升教师的专业化成长,通过发展学生的素质来为学生的未来生活做准备。但实质上,“农远工程”项目的课程资源仅围绕学科教学展开,其为“应试”服务的痕迹较重;“千乡万才工程”亦着力为学生升学与外出务工而提供网络服务。教师、学生及农民则站在摆脱贫困生活的立场,主张学校教育应当为提高“升学率”而努力;管理者以升学考试为标准做出的学校排名与奖惩办法,更加助长了这样的取向。同时,外来的“数码文化”精华与糟粕共存,而西部本土的“乡土文化”日渐凋零,学校教育处于二者无法兼顾的状态而持被动适应的态度;当地农民、教师等人呈现对数字化的排斥情结和学习本土文化传统的懈怠情绪,也在一定程度上使得外来的和本土的教育资源不能实现互融和共生。
2.实践策略的选择虽有所不同,却均存在“水土不服”的问题。“农远工程”以光盘、卫星和互联网远程提供教育信息资源为主,持“东部资源西部用”的理念,在价值追求上仅满足现有学校教育以学科教学为中心的需求,忽视师生对“生于斯、长于斯”之自然与人文资源的潜在需求,未着力于营造“外来”与“本土”教育资源共存的教育信息资源环境;而“千乡万才工程”以推进互联网的普及和构建东西部之间的网络平台为重,项目秉承数字化技术可以引领农村学校教育快速发展并推动西部社会转型的理念,在认识上陷入技术决定论的误区,在实践上更是将“人才培养”等同于“数码人才培养”。
如此,本文在反思教育资源数字化之各种价值取向的基础上,提出教育资源数字化应以实现基于生命独特性的数字化教育为旨归,具体包括:
1.树立适当的“硬件、软件与潜件”应用观。即合理认识与灵活把握“硬件、软件与潜件”,核心是引导人们将数字化技术“融入”教育。
2.在应用实践上,应当注重教育人力资源的核心作用。在强调将网络信息资源开放与共享以缩小人之信息资源占有差距的同时,当突出人的智慧,彰显人文精神,以避免我们迷失于精华与糟粕并存的虚拟世界。在将数字化技术融入教学的环节,应当利用数字化工具为学习活动带来的便利条件,促进教师实现技术素养与教育思想的同步更新;而在营造数字化的教育环境时,应当以“潜件”为指导,强调其对教师与学生之个性化学习的强力支持。
3.学校教育的数字化活动应当立足于学生生存与生长的需要,关注儿童的生活世界,并将本地的传统文化资源融入学校的数字化课程体系之中。我国西部不同民族赖以生存的自然与人文形态多样且极具独特性。当地学校教育应当合理定位本地文化传统并推动其发展,在集成、选择与应用教育资源内容时,应注重将“外来”与“本土”教育信息资源“互融”。
Educational resources' digitization is composed of three levels of activities:first, the basic technical level,which constructs digitized platform of educational resource and protects channels of modern distance education relying on digitized "hardware" and "software" technology;second,the level of content,which integrates instructors and learners' spiritual products into "educational software" with "digital reproduction", and provides,it to instructors and learners via channels such as modern distance education;third,the level of application,which uses digtalized "hardware" and "software" to create digitized educational environment to satisfies instructors and learners' needs of interactions,learning contents,etc.,with the guidance of "underware" (educational thought).
The value orientation of educational resources' digitization is the logic origin of the advancement and development of three levels' activities above.Many practical cases show that the activities of educational resources' digitization do imply different value orientation from the very beginning.From their specific cultural background and personal understanding of education,people choose or intend to certain value goal. Once established,it naturally affects the layout and technical route of educational resources' digitization.Peoples' different value orientation results in collision and conflict of every level of different "recognition" or "attitude".This happens in the process of educational resources' digitalization.
All these make us think seriously about the following questions:whether digital technology could lead or determine the development of education? What is the cause of value conflict in practice? How to orientate the value of educational resources' digitization? The answers are based on:in the levels of technology realization,content providing and application of educational resources' digitization,people should take promoting human beings' development with sincerity as value orientation;and this orientation not only pursues digital education which can realize the specificity of life but also devotes to protect and inherit the local cultural resources,which is "born and brought up here".
By the means of literature study,case analysis and online investigation,the study reviews the opinions,which people have proposed on the technical level,content providing and sharing application of educational resources' digitization.The digital integration of educational resources,has already experienced the early static educational resources database to the digitalized platform of dynamic interacting;the development of digitized technology has also provided the possibility of human-centered assembly and real-time interaction;with the claims of "integrable ware" and "thematic resource unit" on resources rearrangement,it also shows the researchers have paid more and more attention to the leading role of educational thought.However,the conflict between "technical possibility" and "the reality of content assembly" is obvious. According to the sampling investigation of network education database,it indicates that the content assembly of multi-platform of educational resources' digitization is taking the teaching service as orientation,and the so-called high quality educational resources that assembled from varied digitalized platform,is on a larger proportion of examination service;however,by analyzing the recognition and definition of "high quality educational resources",we can find that it is prevailing in practice,to judge of "high quality" with the quantity of educational resources,school reputation and examination results.While on the level of digitized educational resources sharing and applying,some people think that educational and economic distance between the eastern and the western in China can be shortened by popularizing internet,while some people think that the educational quality in under developed areas can be improved by educational contents' opening and sharing.
The study roots in the practical educational issues,and field investigation becomes an important method.In recent years,based on the standpoint that digitalized technique is the opportunity of educational development or the standpoint that the application of high-quality educational resource can improve education level in west China,many projects of modern distance education are established for improving the construction and application of educational resources' digitization."Sky nets and underground nets" bring the vast west China into educational digitalized orbit.The popularization of its "hardware" and "software" is enhanced along with the investment of a large amount of money.The investigation of the dissertation is conducted in following places:Qianjiang Section of Chongqing city,Guangyuan of Sichuan province,Huangyangchuan town in Gulang County of Gansu province,Huangyuan county of Qinhai province.Taking those four places in west China as sites of field investigation,the study reviews the practical application of two projects of modern distance education—"Rural Distance Education Project",led by the state with hundreds of millions investment,and "Towns and Talent Technologies Project",led by enterprises.Among them,Qianjiang Section of Chongqing city,is the area which early enters into "Rural Distance Education Project", and the "Qianjiang Model" of "One System for Triple-purpose" is spreading in Chongqiang and other places in west China;Huangyangchuan town in Gulang county of Gansu province,is the first experimental unit of "Town and Talent Technologies Project",and the "Huang Yangchuan Model" of "schools leading local economic development" is imitated in all member schools.While in Guangyuan,Sichuan province and Huangyuan County,Qinhai province,there is not only "Rural Distance Education Project",but also many member schools of "Town and Talent Technologies Project". Those two areas,which are the areas of popularizing model,both are the continuation of the two projects.
Comparing the two projects,there are some differences in application:the "Rural Distance Education Project" affects west rural primary schools by the means of "hardware" such as the site of "CD" play,the site of satellite reception,and classroom of computer network.The hardware is used to transmit so-called high quality educational resources,and is applied in education and enrichment of rural area.The applying activities are featured as "Content is king";While "Towns and Talent Technologies Project" aims to build a digitized educational environment for schools and rural areas in west China.That is,to allocate network Classroom System,to establish an internet interacting platform of combing the east and the west,to train local teachers, students and farmers for the internet application,to help local people make use of internet to improve quality,seek employment and get rich,and meanwhile,to lead them digitize western culture resources in order to attract outside attention.The activities featured as "channel is the king".Based on questionnaires survey and interview and a large number of field investigation data,the study analyzes the problems of educational resources' digitization and the deep reasons of different values' conflict.
The problems of two projects' application in four places in west China are:
1."Rural Distance Education Project" is working for transmitting the eastern educational resources to the western,which remits the shortage of primary teachers in some remote rural areas on a certain extent.And the application of projects also advances teachers' information technology quality.However,the applying frequency of ""Rural Distance Education Project" exists a clear difference among different areas and schools.The teachers do not play an important role in the practical activities of distance education.While the distance education resources give priority to eastern schools, which can not completely satisfy teachers and students' real needs.What's more,the evaluation of management is too simple,and the systematic service is inadequate.
2."Towns and Talent Technologies Project" assembles more than one hundred and fifty schools as its members in rural areas in west China,and takes internet as its channel of "connecting east and west".The project makes use of network platform to organize the activities such as "western talents-nurturing and eastern employment", "Western Story",which already have had effects.But the "Huang Yangchuan Model" can not be replicated in other areas,and those teachers and students with "digital talent" can not push the development of electronic commerce with farmers.Enterprises can not popularize teachers and students' distance educational training because of the shortage of money and human resources.Thus,the project is far away to reach the goal of improving the local educational quality and informatize local society with the help of digital technology.
The origins of problems in the two projects are common as well as different:
1.Deviation which derives from the basic value orientation.In surface,these two projects all claim the education that improves teachers and students' quality,and hope that local schools could make use of project resources to build a digitized educational environment,and work for improving teachers' professional development,and prepare for students' future by improving students' quality.While in fact,the courses resources of "Rural Distance Education Project" are just carried out with subject teaching,which serves largely "exam leading";"Towns and Talent Technologies Project" also serves mainly providing network for students entering a higher school or finding an employment outside.The teachers,students and farmers,are with the point of getting rid of poverty,claiming school education should work hard for enhancing "rate of higher school entrance";the managers,taking the standard of higher school entrance, put the schools in competition and gives rewards and punishments,which strengthens this orientation.Meanwhile,the essence and dross from outer "Cyber culture" coexist, while the "rural culture" in west China is withering gradually.The school education is passive for it,and which is in a place that could not give attention to two or more things;the local farmers and teachers show rejection to digitization and slackness on learning local culture,which is to some extent,makes outside and local educational resources can not coexist and accrete.
2.Though the choices of the practical strategies are different,they do face the problem of being "acclimatized"."Rural Distance Education Project" is mainly conducted by educational resources providing through CD,satellites and internet distance education.It holds the thought of "taking east resources for west",thus only to satisfy the needs of existing subject teaching,and ignores teachers and students' potential natural and humanistic needs of "born and brought up here".It does not work for building an educational resources environment with the coexistence of outside and local educational resources;While,"Town and Talent Technologies Project" concentrates on popularizing internet and constructing network platform between west and east China.The project holds the concept of leading rapid development of rural school education and social transformation in west China through digital technology, and thus it steps into wrong idea of technology determination,what's more,it equals "talents cultivation" to "digital talents cultivation" in practice.
Thus,the study reflects some kinds of value orientation of educational resources' digitalization,and proposes the educational resources' digitalization should take the aim of realization of digitized education that based on life's uniqueness,which includes:
1.Taking the proper application idea of "hardware,software and underware". That is to recognize reasonably and to hold flexibly on "hardware,software and hidden ware",the core is to lead people to integrate digitalized technology with education.
2.In application,we should pay more attention to the core role of human resources of education.While emphasizing on shortening peoples' information appropriation distance by opening and sharing internet information resources,it should stand out human wisdom and show humanistic spirit.Thus,it could avoid us lost in a virtual world in which essence and dross coexist.Up to integrating digital technology with teaching,it should make use of the advantages which are brought by the learning activities that utilizes digitalized tools,to improve the realization of teachers' technological ability and educational thoughts updating synchronically.While building the digitized environment,it should take "underware" as guidance,and emphasize supporting teachers and students' personalized learning.
3.The digitized activities of school education should satisfy the needs of students' existence and growth.It should pay attention to children's living world,and combine the local traditional culture into the digitized course system of school education.The nature and humane form of different ethnic minorities hold in west China are various and unique.Local school education should properly orientate local cultural tradition and drive its development.When it aggregates,chooses and applies the content of educational resources,it should also pay attention to the "combination" of the outside and local educational information resources.
而教育资源数字化的价值定位是上述三个层面的活动推进与发展的逻辑原点。种种实践案例表明:教育资源数字化的活动一开始就暗含着不同的价值定位。人们从特定的文化背景和自己对教育的理解出发,选择或者倾向于某种价值目标。这些目标一经确立,便影响到教育资源数字化的规划、技术路线、应用效果等。人们的不同价值定位,导致了教育资源数字化活动在各个层面上多种“认识或看法”之间的碰撞与对峙。
这使得我们不得不认真思考下述几个问题:数字化技术是否能够引领或决定教育的发展?实践中的价值观念冲突因何而起?教育资源数字化的价值如何定位?本文对上述问题的回答,其思考的理论基础在于:在教育资源数字化的技术实现、内容提供与应用实践层面,人们均应当以真实促进人的生动发展为价值取向;此种价值取向,既追求实现基于生命独特性之数字化教育,又致力于保护与传承人之“生于斯、长于斯”的本土文化资源。
本研究通过文献研究、个案分析和网络调查的方式,梳理了教育资源数字化活动在技术层面、内容提供与共享应用等方面的已有主张。就技术实现而言,教育资源的数字化集成,已经历由早期静态的教育资源库到着眼于动态交互的教育资源数字化平台的发展历程;数字化技术的发展也提供了教育资源实现以人为核心聚集与实时交互的可能性;“融件”和“主题资源单元”等资源重组概念的提出,亦表明研究者越来越重视教育思想的引领作用。然而,“技术可能性”与“内容聚集层面的事实”之间的矛盾却是明显的。本文针对网络教育资源库的抽样调查发现:多个教育资源数字化平台的内容聚集是以为学科教学服务为导向的,种种数字化平台集成的所谓优质教育资源,其为应试服务的资源类型比重较大;而分析人们对“优质教育资源”的认识与界定,亦发现实践中盛行根据教育资源数量、学校声誉或学生考试成绩来评价教育资源是否“优质”的做法。而在数字化教育资源的共享与应用层面,人们或持普及与应用互联网便可缩小东西部之间教育及经济发展差距的价值预设;或持只要实现教育资源内容的开放与共享,便可提升欠发达地区教育质量的价值预设。
本文的研究源于教育实际问题,阳野考察成为重要的研究方法。近年来,基于数字化技术是教育的发展机遇或优质教育资源的远程应用可提升西部教育水平等立场,多个现代远程教育项目在我国西部地区推动教育资源数字化的建设与应用。“天网、地网”将地域辽阔的西部地区纳入到了教育的数字化轨道,其数字化“硬件”、“软件”的普及程度随着巨额资金的投入而不断提高。本文选取重庆市黔江区、四川省广元市、甘肃省古浪县黄羊川、青海省湟源县等西部四地作为田野考察点,重点考察了两个现代远程教育项目——国家主导并投资百亿巨资的“农远工程”和企业主导的“千乡万才工程”项目的应用状况。其中,重庆市黔江区是较早进入“农远工程”的地区,其建立的“一机三用”之“黔江模式”正在重庆全市及西部一些地区推广;而甘肃省古浪县黄羊川镇是“千乡万才工程”的第一个试点,其建立的“以校领乡”之“黄羊川模式”正在所有会员学校中复制。四川省广元市和青海省湟源县,不但有“农远工程”介入,亦分布有“干乡万才工程”会员学校,两个地区皆属于两个项目的延续,即模式化推广的地区。
比较两个项目,发现其在应用活动中表现出来的特点各有不同:“农远工程”以“光盘播放点、卫星接收点和计算机网络教室”的“硬件”配置方式介入西部农村中小学,远程传送所谓优质教育资源并应用于教育、农民致富等活动,其应用活动呈现“内容为王”的特性;“千乡万才工程”着力于营造西部地区学校与乡村的数字化教育环境,即为每所会员学校配置计算机网络教室、建立东西部之间的互联网交互平台,展开帮助当地教师、学生与农民应用互联网的技能培训,帮助当地人利用互联网渠道提高素质、寻求就业或致富,并引导其将西部文化资源数字化以吸引外界的关注,其应用活动呈现“渠道至先”的特性。本文结合问卷调查和访谈,在田野考察中收集了大量资料,分析了教育资源数字化存在的问题和各种价值观念冲突的深层原因。
西部四地两个项目的应用存在如下问题:
1.“农远工程”项目着力于将东部教育信息资源远程传送至西部地区,在一定程度上缓解了一部分边远农村小学师资紧缺的问题;项目的应用亦在部分地区促进了教师信息技术素养的提升。但是,“农远工程”项目资源的应用频率在地区及学校间存在明显差异;远程教育资源的应用活动未能发挥教师的重要作用;项目提供的远程教育资源以东部学校学科教学资源为主,不能完全适应教师、学生的实际需求,且管理部门的评价方式简单化、配套服务措施不足。
2.“千乡万才工程”项目在西部农村地区分散吸纳了150多所会员学校,以互联网为“东西联结”的渠道,其利用网络平台组织的“西才东用”、“西部故事”等活动初步取得了成效;但是,项目的“黄羊川模式”并不能在其他地区复制;当地学校有“数码才能”的教师和学生亦未能带动农民发展电子商务;企业由于资金、人力短缺的限制,对教师和学生实施的远程教育培训并未普及。项目远没有实现以数字化技术推动当地学校教育质量提高并促进当地社会信息化的目标。
两个项目实践中的种种问题出现的根源既有共性又存在差异:
1.基本价值定位产生偏差。从表面上看,两个项目都倡导基于提升教师和学生素质的教育,期望当地农村学校利用项目资源,营造数字化的教育环境,致力于提升教师的专业化成长,通过发展学生的素质来为学生的未来生活做准备。但实质上,“农远工程”项目的课程资源仅围绕学科教学展开,其为“应试”服务的痕迹较重;“千乡万才工程”亦着力为学生升学与外出务工而提供网络服务。教师、学生及农民则站在摆脱贫困生活的立场,主张学校教育应当为提高“升学率”而努力;管理者以升学考试为标准做出的学校排名与奖惩办法,更加助长了这样的取向。同时,外来的“数码文化”精华与糟粕共存,而西部本土的“乡土文化”日渐凋零,学校教育处于二者无法兼顾的状态而持被动适应的态度;当地农民、教师等人呈现对数字化的排斥情结和学习本土文化传统的懈怠情绪,也在一定程度上使得外来的和本土的教育资源不能实现互融和共生。
2.实践策略的选择虽有所不同,却均存在“水土不服”的问题。“农远工程”以光盘、卫星和互联网远程提供教育信息资源为主,持“东部资源西部用”的理念,在价值追求上仅满足现有学校教育以学科教学为中心的需求,忽视师生对“生于斯、长于斯”之自然与人文资源的潜在需求,未着力于营造“外来”与“本土”教育资源共存的教育信息资源环境;而“千乡万才工程”以推进互联网的普及和构建东西部之间的网络平台为重,项目秉承数字化技术可以引领农村学校教育快速发展并推动西部社会转型的理念,在认识上陷入技术决定论的误区,在实践上更是将“人才培养”等同于“数码人才培养”。
如此,本文在反思教育资源数字化之各种价值取向的基础上,提出教育资源数字化应以实现基于生命独特性的数字化教育为旨归,具体包括:
1.树立适当的“硬件、软件与潜件”应用观。即合理认识与灵活把握“硬件、软件与潜件”,核心是引导人们将数字化技术“融入”教育。
2.在应用实践上,应当注重教育人力资源的核心作用。在强调将网络信息资源开放与共享以缩小人之信息资源占有差距的同时,当突出人的智慧,彰显人文精神,以避免我们迷失于精华与糟粕并存的虚拟世界。在将数字化技术融入教学的环节,应当利用数字化工具为学习活动带来的便利条件,促进教师实现技术素养与教育思想的同步更新;而在营造数字化的教育环境时,应当以“潜件”为指导,强调其对教师与学生之个性化学习的强力支持。
3.学校教育的数字化活动应当立足于学生生存与生长的需要,关注儿童的生活世界,并将本地的传统文化资源融入学校的数字化课程体系之中。我国西部不同民族赖以生存的自然与人文形态多样且极具独特性。当地学校教育应当合理定位本地文化传统并推动其发展,在集成、选择与应用教育资源内容时,应注重将“外来”与“本土”教育信息资源“互融”。
Educational resources' digitization is composed of three levels of activities:first, the basic technical level,which constructs digitized platform of educational resource and protects channels of modern distance education relying on digitized "hardware" and "software" technology;second,the level of content,which integrates instructors and learners' spiritual products into "educational software" with "digital reproduction", and provides,it to instructors and learners via channels such as modern distance education;third,the level of application,which uses digtalized "hardware" and "software" to create digitized educational environment to satisfies instructors and learners' needs of interactions,learning contents,etc.,with the guidance of "underware" (educational thought).
The value orientation of educational resources' digitization is the logic origin of the advancement and development of three levels' activities above.Many practical cases show that the activities of educational resources' digitization do imply different value orientation from the very beginning.From their specific cultural background and personal understanding of education,people choose or intend to certain value goal. Once established,it naturally affects the layout and technical route of educational resources' digitization.Peoples' different value orientation results in collision and conflict of every level of different "recognition" or "attitude".This happens in the process of educational resources' digitalization.
All these make us think seriously about the following questions:whether digital technology could lead or determine the development of education? What is the cause of value conflict in practice? How to orientate the value of educational resources' digitization? The answers are based on:in the levels of technology realization,content providing and application of educational resources' digitization,people should take promoting human beings' development with sincerity as value orientation;and this orientation not only pursues digital education which can realize the specificity of life but also devotes to protect and inherit the local cultural resources,which is "born and brought up here".
By the means of literature study,case analysis and online investigation,the study reviews the opinions,which people have proposed on the technical level,content providing and sharing application of educational resources' digitization.The digital integration of educational resources,has already experienced the early static educational resources database to the digitalized platform of dynamic interacting;the development of digitized technology has also provided the possibility of human-centered assembly and real-time interaction;with the claims of "integrable ware" and "thematic resource unit" on resources rearrangement,it also shows the researchers have paid more and more attention to the leading role of educational thought.However,the conflict between "technical possibility" and "the reality of content assembly" is obvious. According to the sampling investigation of network education database,it indicates that the content assembly of multi-platform of educational resources' digitization is taking the teaching service as orientation,and the so-called high quality educational resources that assembled from varied digitalized platform,is on a larger proportion of examination service;however,by analyzing the recognition and definition of "high quality educational resources",we can find that it is prevailing in practice,to judge of "high quality" with the quantity of educational resources,school reputation and examination results.While on the level of digitized educational resources sharing and applying,some people think that educational and economic distance between the eastern and the western in China can be shortened by popularizing internet,while some people think that the educational quality in under developed areas can be improved by educational contents' opening and sharing.
The study roots in the practical educational issues,and field investigation becomes an important method.In recent years,based on the standpoint that digitalized technique is the opportunity of educational development or the standpoint that the application of high-quality educational resource can improve education level in west China,many projects of modern distance education are established for improving the construction and application of educational resources' digitization."Sky nets and underground nets" bring the vast west China into educational digitalized orbit.The popularization of its "hardware" and "software" is enhanced along with the investment of a large amount of money.The investigation of the dissertation is conducted in following places:Qianjiang Section of Chongqing city,Guangyuan of Sichuan province,Huangyangchuan town in Gulang County of Gansu province,Huangyuan county of Qinhai province.Taking those four places in west China as sites of field investigation,the study reviews the practical application of two projects of modern distance education—"Rural Distance Education Project",led by the state with hundreds of millions investment,and "Towns and Talent Technologies Project",led by enterprises.Among them,Qianjiang Section of Chongqing city,is the area which early enters into "Rural Distance Education Project", and the "Qianjiang Model" of "One System for Triple-purpose" is spreading in Chongqiang and other places in west China;Huangyangchuan town in Gulang county of Gansu province,is the first experimental unit of "Town and Talent Technologies Project",and the "Huang Yangchuan Model" of "schools leading local economic development" is imitated in all member schools.While in Guangyuan,Sichuan province and Huangyuan County,Qinhai province,there is not only "Rural Distance Education Project",but also many member schools of "Town and Talent Technologies Project". Those two areas,which are the areas of popularizing model,both are the continuation of the two projects.
Comparing the two projects,there are some differences in application:the "Rural Distance Education Project" affects west rural primary schools by the means of "hardware" such as the site of "CD" play,the site of satellite reception,and classroom of computer network.The hardware is used to transmit so-called high quality educational resources,and is applied in education and enrichment of rural area.The applying activities are featured as "Content is king";While "Towns and Talent Technologies Project" aims to build a digitized educational environment for schools and rural areas in west China.That is,to allocate network Classroom System,to establish an internet interacting platform of combing the east and the west,to train local teachers, students and farmers for the internet application,to help local people make use of internet to improve quality,seek employment and get rich,and meanwhile,to lead them digitize western culture resources in order to attract outside attention.The activities featured as "channel is the king".Based on questionnaires survey and interview and a large number of field investigation data,the study analyzes the problems of educational resources' digitization and the deep reasons of different values' conflict.
The problems of two projects' application in four places in west China are:
1."Rural Distance Education Project" is working for transmitting the eastern educational resources to the western,which remits the shortage of primary teachers in some remote rural areas on a certain extent.And the application of projects also advances teachers' information technology quality.However,the applying frequency of ""Rural Distance Education Project" exists a clear difference among different areas and schools.The teachers do not play an important role in the practical activities of distance education.While the distance education resources give priority to eastern schools, which can not completely satisfy teachers and students' real needs.What's more,the evaluation of management is too simple,and the systematic service is inadequate.
2."Towns and Talent Technologies Project" assembles more than one hundred and fifty schools as its members in rural areas in west China,and takes internet as its channel of "connecting east and west".The project makes use of network platform to organize the activities such as "western talents-nurturing and eastern employment", "Western Story",which already have had effects.But the "Huang Yangchuan Model" can not be replicated in other areas,and those teachers and students with "digital talent" can not push the development of electronic commerce with farmers.Enterprises can not popularize teachers and students' distance educational training because of the shortage of money and human resources.Thus,the project is far away to reach the goal of improving the local educational quality and informatize local society with the help of digital technology.
The origins of problems in the two projects are common as well as different:
1.Deviation which derives from the basic value orientation.In surface,these two projects all claim the education that improves teachers and students' quality,and hope that local schools could make use of project resources to build a digitized educational environment,and work for improving teachers' professional development,and prepare for students' future by improving students' quality.While in fact,the courses resources of "Rural Distance Education Project" are just carried out with subject teaching,which serves largely "exam leading";"Towns and Talent Technologies Project" also serves mainly providing network for students entering a higher school or finding an employment outside.The teachers,students and farmers,are with the point of getting rid of poverty,claiming school education should work hard for enhancing "rate of higher school entrance";the managers,taking the standard of higher school entrance, put the schools in competition and gives rewards and punishments,which strengthens this orientation.Meanwhile,the essence and dross from outer "Cyber culture" coexist, while the "rural culture" in west China is withering gradually.The school education is passive for it,and which is in a place that could not give attention to two or more things;the local farmers and teachers show rejection to digitization and slackness on learning local culture,which is to some extent,makes outside and local educational resources can not coexist and accrete.
2.Though the choices of the practical strategies are different,they do face the problem of being "acclimatized"."Rural Distance Education Project" is mainly conducted by educational resources providing through CD,satellites and internet distance education.It holds the thought of "taking east resources for west",thus only to satisfy the needs of existing subject teaching,and ignores teachers and students' potential natural and humanistic needs of "born and brought up here".It does not work for building an educational resources environment with the coexistence of outside and local educational resources;While,"Town and Talent Technologies Project" concentrates on popularizing internet and constructing network platform between west and east China.The project holds the concept of leading rapid development of rural school education and social transformation in west China through digital technology, and thus it steps into wrong idea of technology determination,what's more,it equals "talents cultivation" to "digital talents cultivation" in practice.
Thus,the study reflects some kinds of value orientation of educational resources' digitalization,and proposes the educational resources' digitalization should take the aim of realization of digitized education that based on life's uniqueness,which includes:
1.Taking the proper application idea of "hardware,software and underware". That is to recognize reasonably and to hold flexibly on "hardware,software and hidden ware",the core is to lead people to integrate digitalized technology with education.
2.In application,we should pay more attention to the core role of human resources of education.While emphasizing on shortening peoples' information appropriation distance by opening and sharing internet information resources,it should stand out human wisdom and show humanistic spirit.Thus,it could avoid us lost in a virtual world in which essence and dross coexist.Up to integrating digital technology with teaching,it should make use of the advantages which are brought by the learning activities that utilizes digitalized tools,to improve the realization of teachers' technological ability and educational thoughts updating synchronically.While building the digitized environment,it should take "underware" as guidance,and emphasize supporting teachers and students' personalized learning.
3.The digitized activities of school education should satisfy the needs of students' existence and growth.It should pay attention to children's living world,and combine the local traditional culture into the digitized course system of school education.The nature and humane form of different ethnic minorities hold in west China are various and unique.Local school education should properly orientate local cultural tradition and drive its development.When it aggregates,chooses and applies the content of educational resources,it should also pay attention to the "combination" of the outside and local educational information resources.
引文
[1]天网,指无线通信网,一般指中国教育卫星宽带多媒体传输平台,地网指宽带数据网,一般指称国际互联网、数字化闭路电视网。
[1]“博客”,出自英文Blog(web log的缩写),中文也译为“网志”。近年来,“教育博客”既成为教育叙事工具,也是教育资源集成的简易网络工具。
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