[1]田 蕊,熊梓吟,Normand Romuald.疫情之下全球教与学面临的挑战与应对之策—— OECD《2020应对COVID-19教育指南》解析与思考[J].远程教育杂志,2020,(04):003-14.[doi:10.15881/j.cnki.cn33-1304/g4.2020.04.001]
 Tian Rui,Xiong Ziyin,Normand Romuald.Future School Education and Mode Transformation in the Era of Education 4.0Challenges and Reforms in Teaching and Learning in the COVID-19 Crisis:Analysis and Reflection Based on OECD’s “A Framework to Guide an Education Response to COVID-19 Pandemic of 2020”[J].Distance Education Journal,2020,(04):003-14.[doi:10.15881/j.cnki.cn33-1304/g4.2020.04.001]
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疫情之下全球教与学面临的挑战与应对之策—— OECD《2020应对COVID-19教育指南》解析与思考()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2020年04期
页码:
003-14
栏目:
本期特稿
出版日期:
2020-07-14

文章信息/Info

Title:
Future School Education and Mode Transformation in the Era of Education 4.0Challenges and Reforms in Teaching and Learning in the COVID-19 Crisis:Analysis and Reflection Based on OECD’s “A Framework to Guide an Education Response to COVID-19 Pandemic of 2020”
作者:
田 蕊; 熊梓吟; Normand Romuald
1.天津大学 教育学院,天津 300350;2.图卢兹大学 教育学院,法国图卢兹 31100;3.斯特拉斯堡大学 社会学院,法国斯特拉斯堡 67081
Author(s):
Tian Rui; Xiong Ziyin; Normand Romuald
1.School of Education, Tianjin University,Tianjin 300350;2. School of Education, Université de Toulouse,Toulouse France 31100;3. Department of Sociology , Strasbourg University, Strasbourg France 67081
关键词:
COVID-19教育指南OECD在线教学后疫情时代教育新生态
Keywords:
COVID-19Education GuidanceTeaching and LearningOECDChallengesResponse StrategiesNew Education Ecosystem
分类号:
G434
DOI:
10.15881/j.cnki.cn33-1304/g4.2020.04.001
文献标志码:
A
摘要:
为了支持各国在疫情期间进行合理的教育决策、实施有效的教育应对措施,2020年4月1日,OECD联合哈佛大学研究生院发布了《2020应对COVID-19教育指南》。《指南》从学校、教师和学生三个层面,分析了各国教育系统所面临的共同挑战:学校难以保证学生的学习质量、缺乏数字基础设施和有深度的多方合作;教师缺乏ICT能力和教师之间的深度合作,需要重构师生关系和创新教学设计;学生需要转变学习模式和调整心理健康状态,弱势学生群体的基本学习条件无法得到保障。同时,进一步提出了具体的教育应对策略:在宏观教育系统层面,建议设立专门领导小组,制订指导性纲领,建立跨门合作机制以及加强教育的公平性和包容性;在中观学校层面,建议整合校内外教学资源,建立日常沟通渠道以及加强跨校合作;在微观师生层面,建议提升教师责任感和领导力,构建教师专业合作网络,鼓励师生共同探索创新教学模式以及提升学生自主学习能力。对《指南》的深入解读和分析,有助于我们构建符合时代发展需求的“包容·合作·赋能”的教育新生态。
Abstract:
In order to support global education systems to respond to the impacts of COVID-19 effectively, on 1st April 2020, OECD and Harvard University have published a joint report named “A framework to guide an education response to COVID-19” (hereafter: Guide). This “Guide” has firstly analysed the major challenges in teaching and learning faced by global education systems under the influence of COVID-19. For schools, they are hard to guarantee the quality of student learning, lacking ICT infrastructures and in-depth multi-dimensional cooperation are insufficient; for teachers, they are lacking ICT competence and professional cooperation, innovation in teaching practices, and need to reconcile student-teacher relationship; for students, they are in need of new learning strategies, good learning conditions and adjusting their mental state. To address the above listed challenges, this “guide” has put forward recommendations of developing strategies for stakeholders in education. At the macro-educational level, it is necessary to build a steering committee to coordinate the education response, to define the principles and guidance, to establish a cross-dimensional coordination mechanism and enhance the education equity and inclusiveness. At the meso-educational level, it is suggested to coordinate resources in and out of schools, establish daily communication channels and encourage cooperation across schools. At the micro-educational level, it is suggested to improve teachers’ leadership and sense of responsibility, build teacher networks for professional cooperation, encourage both teachers and students to explore innovation in teaching and learning, and support students to develop self-regulated learning. Through an in-depth analysis and refection of this “guide”, this article will help China to build a new “inclusive, cooperative and empowering” education ecosystem that is in line with the needs of social development.

备注/Memo

备注/Memo:
基金项目:本文系教育部哲学社会科学研究重大课题攻关项目“毕业生就业率、就业质量、职业发展与高等教育事业发展研究”(项目编号:15JZD043)的阶段性成果。
更新日期/Last Update: 1900-01-01