| 吴 璇1，王宏方2.多元协同：日本中小学教师ICT应用指导力提升策略及启示[J].上海教育评估研究,2021,10(5):51-56 |
| 多元协同：日本中小学教师ICT应用指导力提升策略及启示 |
| Multi-agent Collaboration: Strategies to Improve Japanese Teachers’ ICT Application Guidance Ability and Its Enlightenment |
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| DOI： |
| 中文关键词: ICT应用指导力 多元协同 日本 中小学教师 |
| 英文关键词:ICT application guidance ability Multi-agent collaboration Japan Primary and secondary school teachers |
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| 摘要点击次数: 596 |
| 全文下载次数: 1959 |
| 中文摘要: |
| 在教育信息化进程中，日本尤为重视教师ICT应用指导力的发展，并实行以多元协同共育为鲜明特征的提升策略。文部科学省采用政策引领，以更新标准促进目标明确化、以提供范式促进路径清晰化；高校、地方教委及中小学开展多样探索，以加强体制建设与行政合作完善制度保障、以改革教师研修完善质量保障；协会组织通过开展调研支持行政决策、以资格认定提高学校热情；企业通过派遣ICT支援员进驻学校，协助整合资源并提供智力及数据支持。借鉴日本，我国应明确责任共担、利益共享的协同理念，构建紧密联系、分工明确的协同体系，兼重知识技能与道德伦理的协同内容，落脚实践、注重评价协同过程。 |
| 英文摘要: |
| In the process of educational informatization, Japan pays attention to the development of teachers’ ICT application guidance ability and implements the promotion strategy characterized by multi-agent collaboration: the MEXT issues policies that clarify goals by updating standards and make paths clear by providing paradigms. Universities, local educational administrative departments and primary and secondary schools improve the system by strengthening institutional construction and administrative cooperation, and improve the quality of teacher training through reform. Associations organize research to support government decisions, and conduct accreditation to increase enthusiasm. Companies send ICT support personnels to schools and pool resources to provide intellectual and data support. Drawing lessons from Japan, China should clarify the synergistic concept of shared responsibility and shared benefits，build a collaborative system with close ties and clear division of labor, pay attention to the collaborative content of knowledge, skills and ethics, and attach great importance to the collaborative process of practice and evaluation. |
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