“互联网+”视域下中小学教师师德教育信息化研究:问题、破解与构建
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摘要
在"互联网+"视域下,中小学教师师德教育内容、方式与机制出现了一定的问题,主要表现为:师德教育内容更新缓慢、实效性差;师德教育手段单一;师德教育缺乏有效的长效监控与建设机制。为此,可以把教育信息化最新成果融合进来,利用"互联网+"的理念与技术丰富与创新师德教育的内容、方法与机制,破解存在的问题,从系统层面、技术层面、方法层面、管理及评价层面全面提高师德教育的信息化程度,提升师德教育实效。
Under the "Internet +" perspective, the content, methods and mechanisms of the original primary and secondary schoolteachers' moral education have a certain problem, mainly as follows: the content of the teacher's moral education is slow to updateand the effectiveness is poor; means of teacher's moral education is single; teacher moral education lacks effective long-term moni-toring and construction mechanism. To this end, we can integrate the latest achievements in education informatization, and use theconcept and technology of "Internet +" to enrich and innovate the educational content, methods and mechanisms of teachers' eth-ics, crack the existing problem, from the system level, technical level, method level, management and evaluation level. Improve theinformationization degree of teacher's moral education in an all-round way and improve the effectiveness of teacher's moral educa-tion.
Under the "Internet +" perspective, the content, methods and mechanisms of the original primary and secondary schoolteachers' moral education have a certain problem, mainly as follows: the content of the teacher's moral education is slow to updateand the effectiveness is poor; means of teacher's moral education is single; teacher moral education lacks effective long-term moni-toring and construction mechanism. To this end, we can integrate the latest achievements in education informatization, and use theconcept and technology of "Internet +" to enrich and innovate the educational content, methods and mechanisms of teachers' eth-ics, crack the existing problem, from the system level, technical level, method level, management and evaluation level. Improve theinformationization degree of teacher's moral education in an all-round way and improve the effectiveness of teacher's moral educa-tion.
引文
[1]教育部关于建立健全中小学师德建设长效机制的意见.
[2]南国农,李运林.教育传播学[M]. 2版.北京:高等教育出版社, 2005(4).
[3]姚玉平,喻琼,仝双梅,等.“互联网+教育”视域下高校岗前培训中师德教育刍议[J].知识经济, 2018(6):143-145.
[4]刘邦奇.为学习服务:“互联网+”时代的教育观念、模式及实现途径[J].中国电化教育, 2017(8):39-45.
[5]国晓华.对新媒体背景下师德建设实效性的思考[J].教学与管理, 2015(10):57-59.
[6]高朝邦,梁华,周强,等.互联网+教育-教学软件课堂应用与评价[M].北京:科学出版社, 2017.
[7]杨现民,李新,田雪松.学校导入教育大数据项目:动因、模式、路径与误区[J].中国电化教育, 2018(1):50-58.
[8]王斯莹.基于混合学习的“远程教育学”课程设计研究[J].课程教育研究, 2015(17):37-38.
[9]杨现民,赵鑫硕,刘雅馨,等.网络学习空间的发展:内涵、阶段与建议[J].中国电化教育, 2016(4):30-36.
[10]陈明选,许晓群,王玉家.基于教育测评数据分析的教学优化研究[J].中国电化教育, 2016(5):80-89.
[2]南国农,李运林.教育传播学[M]. 2版.北京:高等教育出版社, 2005(4).
[3]姚玉平,喻琼,仝双梅,等.“互联网+教育”视域下高校岗前培训中师德教育刍议[J].知识经济, 2018(6):143-145.
[4]刘邦奇.为学习服务:“互联网+”时代的教育观念、模式及实现途径[J].中国电化教育, 2017(8):39-45.
[5]国晓华.对新媒体背景下师德建设实效性的思考[J].教学与管理, 2015(10):57-59.
[6]高朝邦,梁华,周强,等.互联网+教育-教学软件课堂应用与评价[M].北京:科学出版社, 2017.
[7]杨现民,李新,田雪松.学校导入教育大数据项目:动因、模式、路径与误区[J].中国电化教育, 2018(1):50-58.
[8]王斯莹.基于混合学习的“远程教育学”课程设计研究[J].课程教育研究, 2015(17):37-38.
[9]杨现民,赵鑫硕,刘雅馨,等.网络学习空间的发展:内涵、阶段与建议[J].中国电化教育, 2016(4):30-36.
[10]陈明选,许晓群,王玉家.基于教育测评数据分析的教学优化研究[J].中国电化教育, 2016(5):80-89.