【作者】 李建珍；

【导师】 南国农； 杨改学；

【作者基本信息】 西北师范大学 ， 教育技术学， 2008， 博士

【摘要】 “农村中小学现代远程教育工程”(以下简称“农远”)作为一种文化现象和新的教育教学方式进入西部以后,与当地传统教育、素质教育、课程改革、传统文化和地域之间存在什么冲突?如何弥补和完善在实施过程中存在的问题和不足?目前相关研究较少。带着这样两个问题,本人结合西北师范大学教育技术与传播学院组织发起的“田家炳‘两岸三地’教育技术西部行”考察活动,采用质的研究和文化唯物论的主位与客位研究的方法论观点进行了相应研究。本研究的目的:通过考察西部“农远”实施中存在的问题、经验和建议,在梳理国内外远程教育及教育信息化发展过程中可借鉴经验的基础上,以文化的视角,从政策层面提出西部“农远”适应西部文化和地域特点,创新性、多元化发展的建议。为西部教育的公平与健康发展、为“农村中小学现代远程教育工程”从建设到应用的转型、为西部基础教育改革提供参考和新的研究视角。本研究的思路与研究方法:研究思路:第一步,通过文献的收集与分析,初步了解西部文化、地域特点和“农远”实施情况,为设计研究与实地考察大纲作好准备;第二步,设计实地考察提纲:考察内容主要涉及“农远”实施取得的成功经验、存在的主要问题和建议;第三步,调查工具的准备:本次考察用到的工具有录音笔、数码相机和通讯工具;第四步,通过“田家炳‘两岸三地’教育技术西部行”考察活动,取得西部“农远”实施过程中从经验、问题到建议的第一手资料;第五步,通过对取得资料的编码分析,在梳理、借鉴国内外远程教育和基础教育信息化成果和经验的基础上,得出研究结论;第六步,从文化视角提出西部“农远”适应西部文化、地域特点,创新性、多元化发展的建议。研究方法:主要采用质的研究与文化唯物论的主位(文化负荷者的观点)与客位(研究者的观点)的研究方法。在资料收集上主要采用座谈、听课、资料收集与文献检索等方法。文献检索主要借助CNKI中国期刊全文库、CNKI优秀博硕士学位论文库和电子“超星”图书,以传统的纸质文献为补充。通过系统研究,取得了以下主要成果:1、通过分析文化组成要素,在计算机网络体系结构的启发下,从文化视角构建了西部“农远”的政策分析框架,包括三个层次:第一层为“三种技术模式层”,对应物质文化;第二层为“组织管理层”,对应制度文化;第三层为“应用层”,对应精神文化和行为文化。三种技术模式层、组织管理层和应用层,都有政策领域统一的规范和约定,每个层次的规范和约定可以是不一样的,各地均可根据当地文化和地域特点有创新、有发展,寻求适合自己的实施方案。2、通过研究,明确了在西部“农远”实施过程中取得的成功经验和存在的主要问题。存在的主要问题:通过主位研究,本人认为西部“农远”存在两类问题,一类是项目本身存在的问题,另一类是在实施过程中产生的问题。本人研究的结果是:项目本身存在9个方面的问题;项目实施过程中存在5类共计31个问题(组织机构方面7个、基础设施方面7个、远教资源方面6个、规章制度方面4个、远教应用方面7个,详见第二章)。成功的经验:本人总结得到了6类共计34条经验(组织机构方面3条、管理方面13条、师资队伍方面4条、应用方面9条、资源建设方面4条、教学研究方面1条,详见第二章)3、通过研究提出了西部“农远”发展的基本思路本研究认为:西部“农远”要适应西部文化和地域的特点,对“农远”三种模式从建设到应用要创造性地多元化发展;在从建设到应用转型之后,在国家整体发展框架的基础上,应该给予西部各省、市、自治区更多的自主权和选择权,考虑到西部偏远民族地区“双语”类院校本身投资大、经济困难、资源匮乏等特点,应给予政策上的倾斜与扶持。4、提出了西部“农远”适应性发展的具体建议根据本人研究得到的三层政策分析框架,从三个层面提出了西部“农远”健康持续发展的47条建议:三种技术模式层面11条;组织管理层面7类共计25条(组织机构7条、师资队伍8条、资源辐射3条、资源开发2条、教学科研1条、学科教材及教参2条、电力资源2条);应用层面2类共计11条(学校管理部门7条、教师4条)。更多还原

【Abstract】 “Modern distance education engineering in locally rural primary and middle schools”(MDEELRPMS) as a cultural phenomena and a new education and teaching method after having been introduced into the West of China, how does it conflict with local education, quality education, curriculum reform, traditional culture and region? How can we supply the gap and solve the problem existed during practicing process. Up to now, related studies have been less reported. Combining“the western trip of educational technology”investigating activity initiated by College of Education Technology and Communications of Northwest Normal University, the author investigated the two questions mentioned above using qualitative study, and emic and etic approaches of cultural materialism.The objectives of this study are: to put forward a creative and pluralistic developing suggestion on how the MDEELRPMS in the west adapts the western culture and region characteristic, from the angle of culture and the profile of policy, through investigating the problem, experience and suggestion existed during the practicing process of the project, based on helpful experience from the development of domestic and abroad distance education and the education informationization; to provide reference and new research insights, for the fair and healthy development of western education, for the transition of MDEELRPMS from construction to application; for the reforming of western elementary education.Research strategy and approaches:Research strategy: at first, to have a preliminary knowledge of western culture, regional characteristic and the situation of MDEELRPMS actualized, through literature collecting and analysis, in order to make a good preparation for planning the syllabus of research and on the spot investigation; secondly, to design on the spot investigation syllabus: the main context involved in the successful experience, existed main problem and suggestion of MDEELRPMS actualized; thirdly, to prepare the tools for investigation, including digital record pen, digital camera and communication tools; fourthly, through the investigation activity of“Tian Jiabin‘two banks and three places’educational technology western trip”, get the first hand information of western MDEELRPMS actualized, from experience, problem and suggestion; fifthly, through coding analysis for the information obtained gets research conclusions, based on the outcome and experience of domestic and abroad distance education and the elementary education informationization; sixthly, to put forward a creative and pluralistic developing suggestion on how the MDEELRPMS in the west adapts the western culture and region characteristic, from the angle of culture.Research approaches: mainly using qualitative study and emic (the view of culture loader) and etic (the view of researcher) approaches of cultural materialism; using informal discussion, attending a lecture, information collecting and literature searches at the aspect of information collecting; literature searches were mainly by mean of CNKI full text library of Chinese periodicals, CNKI excellent Master’s and Doctor’s thesis library, and electronic“SuperStar”books, whole the traditional books were used as supplement.The main outcomes obtained, through a systematic study, are as followings:1. Through analyzing culture component element, enlightened by layered architecture of computer networking, from the angle of culture build up a frame of policy analysis for western MDEELRPMS, including three levels: the first level is“three kinds of models layer”, corresponding to matter culture; the second layer is“running management layer”, corresponding to system culture; the third layer is“application layer”, corresponding to spirit culture and behavior culture.Three kinds of models layer, running management layer, and application layer, all of them have policy domain uniform criterion and treaty, while the criterion and treaty of each level could be different, and each place could create and develop according to local culture and region characteristic, and look after suitable implement scheme.2. Through investigation, it has been made clear that the successful experience and the main problem existed during the carring out process of MDEELRPMS at the west.The main problem existed: by investigation, the author suggests that two kinds of problems existed in MDEELRPMS in the west, one is the problem existed in the project itself, and the other is the problem during the carrying out process. The results from the author are: nine kinds of problems existed in the project itself, while 5 kinds sum up to 31 problems (7 at organization, 7 at basic establishment, 6 at resources of distance education, 4 at bylaw, 7 at distance education application, for details, it can be found in Chapter 2 and it will not be listed here).Successful experiences: 6 kinds sum up to 34 experiences have been summarized ( 3 at organization, 13 at management, 4 at teachers, 9 at application, 4 at resource construction and 1 at teaching education, details could be found in Chapter 2).3. The basic thought of MDEELRPMS developing in the west has been put forward.This study suggests that: MDEELRPMS in the west should adapt the characteristics of western culture and region, and should develop the three modes of MDEELRPMS creatively and pluralisticly from construction to application; after the transition from construction to application, more freedom and options should be given to each province, city and municipality in the west, and policy tilt and support should be given, considering the specialty of hug investment and economy difficulty at“bilingual”schools in the western far-off nationality regions.4. Detailed suggestions have been put forward According to the frame of three level policy analysis obtained by the author, 47 suggestions have been put forward for a healthy and continuing development of western MDEELRPMS from 3 levels: 12 at three kinds of models layer, 7 kinds sum up to 25 at management (7 at organization, 8 at teachers, 3 at resource radiation, 2 at resource exploitation, 1 at teaching and researching, 2 at subject teaching materials and teaching reference, and 2 at electric power resource); application layer 2 kind sum up to 11 (7 at management department of the school and 4 at terchers).更多还原