教育信息化视阈下的美国“个人学校”研究
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摘要
教育信息化是基础教育改革的一大方向。美国纽约市的“个人学校”是一种教育信息化新模式,也是学校改革的新模式,它旨在充分运用信息技术,创设开放的学习环境,将现场教师指导课、基于软件的课、合作活动、虚拟导师和个别实践等多种教学形式整合到同一个学习空间之中,由此实现基于学生独特需求和学习方式的个性化的、有效的、差异化的教学。这一学校模式尚处于初创阶段,其学校实践已引起十分积极的反响,可以为我国基础教育改革提供一定的参考。
论文分为主要分为以下四个部分。
第一部分：“个人学校”产生与发展的背景。美国的中小学教育信息化政策,以《国家教育技术计划》为代表,为“个人学校”的产生提供了良好的指导：美国政府对教育创新的政策及资金支持,以竞争卓越计划和创新投资基金为代表,为“个人学校”的发展提供了条件；信息化时代的学习与教学系统的变革为“个人学校”的产生与发展奠定了基础。
第二部分：“个人学校”的实施。“个人学校”的目标、原理、课堂；“个人学校”试点项目的开展、教育发展中心的评估和纽约市教育局评估,结果显示积极；“个人学校”未来发展的困境与前景。
第三部分：“个人学校”的社会评价及理论反思。美国当地社会主要认为,“个人学校”变革了传统学校运行方式,是未来学校发展的趋势；它真正地改变学生的学习,是一种在一定意义上超越特许学校模式的学校改革模式；它具有高度信息化特征却完全超越计算机辅助教学,而且它改变了教师的工作方式。在此基础上,本文对“个人学校”在重设课堂、重设学习、重设教学等方面的意义进行进一步的理论反思。
第四部分：结合我国基础教育改革中的一些问题,提出“个人学校”对我国基础教育的信息化、个性化、创新化、教学化改革的启示。强化信息技术与课程的整合;探索个性化教学实践的新模式；鼓励学校层面的教育创新；注重回归教学本身的改革。
Informalization is one of the significant current in the reform of primary education. School of One(Sol) in the New York city is model of educational informalization as well as a model of school reform. It redesigns the classroom to integrate multiple modalities of instruction such as live teacher-led lessons, software-based lessons, collaborative activities, virtual tutors, and individual practice into the same learning space. Being on the way of expanding, Sol has got lots of positive appraise, which makes it possible to provide experience or teach lessons for the national primary education reform.
This article will expand on the following key elements.
Part I:the backgroud of the generation and development of Sol,including the historical and actual elements. This part states the educational technology policy of the U.S.A department especially about integrating information technology into curriculumn, and the support of Sol from the American government for its innovation in education, as well as the theoratical and practical change in education nowadays.
Part II:the School of One program has gone through several stages. At first, there was a pilot program in summer school which was evaluated by the Education Development Centre(EDC) and the New York City Department of Education(NYCDE) one after another. After that, there were afterschool and short-term in-school pilot programs which were evaluated by the NYCDE. So far,despite the rigorous financial environment of American government, Sol has been expanding.
Part III:the viewpoints about Sol from the American media and individuals can be decribed like this:Sol rethinks the concept of "school" and changed the way of learning. Sol has tremendous potential as a model of school reform. Sol model is based on technology but not only a kind of CAI because it changed the.way that teachers work in. This part also reflect the Sol model in its classroom and instruction as well as learning.
Part IV:as many problems and imperfections has been exposed during the national primary education reform, the analysis of the School of One can provide experience for the later reform. Educational innovation in schools should be encouraged, the deep integration of information technology and curriculum should be thought highly of, the new models of individualized instruction should be explored, the reform should go back to paying attention to learning and instruction.
论文分为主要分为以下四个部分。
第一部分：“个人学校”产生与发展的背景。美国的中小学教育信息化政策,以《国家教育技术计划》为代表,为“个人学校”的产生提供了良好的指导：美国政府对教育创新的政策及资金支持,以竞争卓越计划和创新投资基金为代表,为“个人学校”的发展提供了条件；信息化时代的学习与教学系统的变革为“个人学校”的产生与发展奠定了基础。
第二部分：“个人学校”的实施。“个人学校”的目标、原理、课堂；“个人学校”试点项目的开展、教育发展中心的评估和纽约市教育局评估,结果显示积极；“个人学校”未来发展的困境与前景。
第三部分：“个人学校”的社会评价及理论反思。美国当地社会主要认为,“个人学校”变革了传统学校运行方式,是未来学校发展的趋势；它真正地改变学生的学习,是一种在一定意义上超越特许学校模式的学校改革模式；它具有高度信息化特征却完全超越计算机辅助教学,而且它改变了教师的工作方式。在此基础上,本文对“个人学校”在重设课堂、重设学习、重设教学等方面的意义进行进一步的理论反思。
第四部分：结合我国基础教育改革中的一些问题,提出“个人学校”对我国基础教育的信息化、个性化、创新化、教学化改革的启示。强化信息技术与课程的整合;探索个性化教学实践的新模式；鼓励学校层面的教育创新；注重回归教学本身的改革。
Informalization is one of the significant current in the reform of primary education. School of One(Sol) in the New York city is model of educational informalization as well as a model of school reform. It redesigns the classroom to integrate multiple modalities of instruction such as live teacher-led lessons, software-based lessons, collaborative activities, virtual tutors, and individual practice into the same learning space. Being on the way of expanding, Sol has got lots of positive appraise, which makes it possible to provide experience or teach lessons for the national primary education reform.
This article will expand on the following key elements.
Part I:the backgroud of the generation and development of Sol,including the historical and actual elements. This part states the educational technology policy of the U.S.A department especially about integrating information technology into curriculumn, and the support of Sol from the American government for its innovation in education, as well as the theoratical and practical change in education nowadays.
Part II:the School of One program has gone through several stages. At first, there was a pilot program in summer school which was evaluated by the Education Development Centre(EDC) and the New York City Department of Education(NYCDE) one after another. After that, there were afterschool and short-term in-school pilot programs which were evaluated by the NYCDE. So far,despite the rigorous financial environment of American government, Sol has been expanding.
Part III:the viewpoints about Sol from the American media and individuals can be decribed like this:Sol rethinks the concept of "school" and changed the way of learning. Sol has tremendous potential as a model of school reform. Sol model is based on technology but not only a kind of CAI because it changed the.way that teachers work in. This part also reflect the Sol model in its classroom and instruction as well as learning.
Part IV:as many problems and imperfections has been exposed during the national primary education reform, the analysis of the School of One can provide experience for the later reform. Educational innovation in schools should be encouraged, the deep integration of information technology and curriculum should be thought highly of, the new models of individualized instruction should be explored, the reform should go back to paying attention to learning and instruction.
引文
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①注：美国的暑期学校通常由某以学校单位或学区组织,在暑假期间为学生提供教学,在初中和小学阶段,这种教学通常是非学术性的,(类似中国的暑假补习班或兴趣班),高中及以上学段,学生则可通过在暑期学校的学校累积学分绩点。(据维基百科)
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