行动者网络理论视角下区域同步互动课堂建设模式研究
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摘要
同步互动课堂是应用教育信息化促进城乡教育均衡发展的有效途径,以县级区域为单位整体推进是当前我国同步互动课堂建设的基本做法。针对如何更好地在县级区域层面上开展同步互动课堂建设的问题,文章在全面总结同步互动课堂建设与应用特征的基础上,以行动者网络理论为研究视角,系统分析了参与同步互动课堂建设过程的所有行动者以及各行动者之间的网络关系,深入探讨了各行动者在同步互动课堂建设过程中的转译过程,并据此构建了区域同步互动课堂建设的过程模式。文章最后以咸安区的同步互动课堂建设为例,详细介绍了基于该过程模式的区域同步互动课堂建设与应用实践。
Synchronous interactive classroom is an effective way to promote the balanced development of urban and rural education with the application of educational informatization. At present, it is a basic practice to promote the construction of synchronous interactive classroom in China with the county-level region as a whole unit. In view of how to better carry out the construction of synchronous interactive classroom at the county level, this paper summarizes the construction and application characteristics of synchronous interactive classroom comprehensively. Then, from the perspective of actor-network theory,this paper systematically analyzes all actors involved in the construction of synchronous interactive classroom and the network relationships among various actors, deeply discusses the translation process of various actors in the construction of synchronous interactive classroom, and builds the process model of regional synchronous interactive classroom construction. Finally, this paper takes the construction of synchronous interactive classroom in Xian'an District as an example to introduce the construction and application of regional synchronous interactive classroom based on that process model in detail.
Synchronous interactive classroom is an effective way to promote the balanced development of urban and rural education with the application of educational informatization. At present, it is a basic practice to promote the construction of synchronous interactive classroom in China with the county-level region as a whole unit. In view of how to better carry out the construction of synchronous interactive classroom at the county level, this paper summarizes the construction and application characteristics of synchronous interactive classroom comprehensively. Then, from the perspective of actor-network theory,this paper systematically analyzes all actors involved in the construction of synchronous interactive classroom and the network relationships among various actors, deeply discusses the translation process of various actors in the construction of synchronous interactive classroom, and builds the process model of regional synchronous interactive classroom construction. Finally, this paper takes the construction of synchronous interactive classroom in Xian'an District as an example to introduce the construction and application of regional synchronous interactive classroom based on that process model in detail.
引文
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[13]王志军.联通主义学习教学交互研究新视角:行动者网络理论[J].现代远程教育研究,2017(6):28-36.
[14]左明章,卢强.区域教育信息化协同推进机制创新与实践[J].中国电化教育,2017(1):91-98.
[2]冉新义.远程同步直播课堂学生参与研究[J].电化教育研究,2017(9):89-95.
[3]梁林梅,陈圣日,许波.以城乡同步互动课堂促进山区农村学校资源共享的个案研究——以“视像中国”项目为例[J].电化教育研究,2017(3):35-40.
[4]王忠华,张鸽子.咸安“1+2”同步课堂互动问题与对策研究[J].现代教育技术,2017(2):59-64.
[5]朱万侠,黄红涛,李肖霞.农村薄弱校教师“同步互动混合课堂”接受度的调查与分析[J].电化教育研究,2018(6):67-73.
[6]卢强,左明章,原渊.基于技术接受模型的农村教师同步课堂采纳与使用影响因素研究[J].中国远程教育,2018(7):61-69.
[7]汪学均.视频互动同步课堂教学效果实验研究[J].现代教育技术,2017(2):47-53.
[8]左明章,雷励华.协同视角下的区域基础教育信息化建设过程模式研究[J].电化教育研究,2016(7):19-26.
[9] CALLON M, LAW J, RIP A. The sociology of an actor-network:the case of the electric vehicle, mapping the dynamics of science and technology[M]. London:Macmillan:19-34.
[10] FOX S. An Actor-network critique of community in higher education:implications for networked learning[J]. Studies, 2005,30(1):95-110.
[11] MCGREGOR J. Spatiality and the place of the material in schools[J]. Pedagogy, culture and society, 2004,12(3):347-372.
[12]左璜,黄甫全.行动者网络理论:教育研究的新视界[J].教育发展研究,2012(4):15-19.
[13]王志军.联通主义学习教学交互研究新视角:行动者网络理论[J].现代远程教育研究,2017(6):28-36.
[14]左明章,卢强.区域教育信息化协同推进机制创新与实践[J].中国电化教育,2017(1):91-98.