教育信息化标准研究综述
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摘要
教育信息化标准对于保障教育信息化良性发展具有重要支持作用。我国教育信息化经历了起步、应用、融合、创新等不同发展阶段,在每个阶段都对教育信息化标准的研制内容和方向提出了不同的要求。文章从各阶段存在的问题和我国教育信息化发展面临的现实需求出发,梳理了国外教育信息化标准从资源系统互联互通到学习环境无缝集成,再到技术创新教学应用的发展和演进脉络,以及我国教育信息化标准的研制发布现状,对比分析了国内外教育信息化标准在研制主体、研究方向和测评模式方面存在的差异,提出了我国教育信息化标准的后续发展建议。
The standards of ICT in education play a significant role in supporting continuous and benign development of education informatization. Education informatization in China has gone through different stages of development, such as emergence, application, integration, and innovation. At each stage, different requirements are put forward for the development content and direction of ICT standards in education. Based on the problems existing in each stage and the actual needs of the development of ICT in education in China, this paper summarizes the development and evolution of the standards of ICT in education in other countries, from the interconnection of resource system to the seamless integration of learning environment, then to the application of technological innovation in teaching, and the development and release of the standards of ICT in education in China as well. This paper also compares and analyzes the differences of the standards of ICT in education at home and abroad in terms of research subjects, research direction and evaluation mode, and puts forward suggestions for the further development of the standards of ICT in education in China.
The standards of ICT in education play a significant role in supporting continuous and benign development of education informatization. Education informatization in China has gone through different stages of development, such as emergence, application, integration, and innovation. At each stage, different requirements are put forward for the development content and direction of ICT standards in education. Based on the problems existing in each stage and the actual needs of the development of ICT in education in China, this paper summarizes the development and evolution of the standards of ICT in education in other countries, from the interconnection of resource system to the seamless integration of learning environment, then to the application of technological innovation in teaching, and the development and release of the standards of ICT in education in China as well. This paper also compares and analyzes the differences of the standards of ICT in education at home and abroad in terms of research subjects, research direction and evaluation mode, and puts forward suggestions for the further development of the standards of ICT in education in China.
引文
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[14]申军霞,李玉顺.教育数据互操作规范研究与实践[J].中国电化教育,2011(5):116-124.
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[16] IMS. IMS learning tools interoperability[EB/OL].[2017-10-12]. http://www.imsglobal.org/activity/learning-tools-interoperability.
[17]李莹,余云涛,樊星. ISO/IEC JTC1/SC36教育信息化国际标准化趋势[J].信息技术与标准化,2016(10):53-55.
[18]李青,孔冲.下一代SCORM标准的新动向——ADL TLA和Experience API解读[J].电化教育研究,2013(8):61-67,72.
[19] CEDS. Frequently asked questions[EB/OL].[2018-01-18]. https://ceds.ed.gov/FAQ.aspx.
[20]教育部教育信息化技术标准委员会.标准体系[EB/OL].[2017-12-29]. http://www.celtsc.org/channel/bztx.html.
[21]李霞.基于SCORM的标准化测试[J].教育信息化,2006(20):55-57.
[22]杨琛.学习设计一致性测试模型研究与实现[D].武汉:华中师范大学,2008.
[23]彭娴.虚拟实验构件元数据测试模型的设计和实践应用[D].武汉:华中科技大学,2011.
[2]杨宗凯,杨浩,吴砥.论信息技术与当代教育的深度融合[J].教育研究,2014,35(3):88-95.
[3] Getting America's students ready for the 21st century:meeting the technology literacy challenge. A report to the nation on technology and education[R]. Washington DC:Department of Education,1996.
[4] Ministry of Education,Singapore. Masterplan 1[DB/OL].[2017-12-27].http://ictconnection.moe.edu.sg/masterplan-4/our-ict-journey/masterplan-1.
[5] U.S. Department of Education. Toward a new golden age in American education:how the internet,the law and today's students are revolutionizing expectations[R]. US Department of education,2004:72.
[6]教育部.关于在中小学实施“校校通”工程的通知[EB/OL].[2017-12-27]. http://old.moe.gov.cn//publicfiles/business/htmlfiles/moe/moe_327/200409/2965.html.
[7]吴砥,彭娴,张家琼,等.教育云服务标准体系研究[J].开放教育研究,2015(5):92-100.
[8] Ministry of Education,Singapore. Masterplan3[DB/OL].[2017-12-27]. http://ictconnection.moe.edu.sg/masterplan-4/our-ict-journey/masterplan-3.
[9] U.S. Department of Education. National education technology plan 2016[EB/OL].[2017-12-27].https://tech.ed.gov/files/2015/12/NETP16.pdf.
[10]祝智庭,郁晓华.电子书包系统及其功能建模[J].电化教育研究,2011(4):24-27.
[11] Consortium N M. The 2011 horizon report[J]. New Media Consortium,2011(3):28-30.
[12] U.S.Department of Education. Enhancing teaching and learning through educational data mining and learning analytics[R]. Us Department of Education,2012.
[13]吴砥,刘清堂,杨宗凯.网络教育标准与技术[M].北京:清华大学出版社,2011:78.
[14]申军霞,李玉顺.教育数据互操作规范研究与实践[J].中国电化教育,2011(5):116-124.
[15]顾明远.教育大辞典(1)[M].上海:上海教育出版社,1991:37.
[16] IMS. IMS learning tools interoperability[EB/OL].[2017-10-12]. http://www.imsglobal.org/activity/learning-tools-interoperability.
[17]李莹,余云涛,樊星. ISO/IEC JTC1/SC36教育信息化国际标准化趋势[J].信息技术与标准化,2016(10):53-55.
[18]李青,孔冲.下一代SCORM标准的新动向——ADL TLA和Experience API解读[J].电化教育研究,2013(8):61-67,72.
[19] CEDS. Frequently asked questions[EB/OL].[2018-01-18]. https://ceds.ed.gov/FAQ.aspx.
[20]教育部教育信息化技术标准委员会.标准体系[EB/OL].[2017-12-29]. http://www.celtsc.org/channel/bztx.html.
[21]李霞.基于SCORM的标准化测试[J].教育信息化,2006(20):55-57.
[22]杨琛.学习设计一致性测试模型研究与实现[D].武汉:华中师范大学,2008.
[23]彭娴.虚拟实验构件元数据测试模型的设计和实践应用[D].武汉:华中科技大学,2011.