[1]葛文双,白 浩.教育信息化2.0视域下的首席信息官(CIO)——核心内涵、能力模型与专业发展策略[J].远程教育杂志,2020,(04):064-73.[doi:10.15881/j.cnki.cn33-1304/g4.2020.04.007]
 Ge Wenshuang,Bai Hao.The Chief Information Officer (CIO) from the Perspective of Educational Informatization 2.0:The Core Concept, Capability Model and Professional Development Strategy[J].Distance Education Journal,2020,(04):064-73.[doi:10.15881/j.cnki.cn33-1304/g4.2020.04.007]
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教育信息化2.0视域下的首席信息官(CIO)——核心内涵、能力模型与专业发展策略()
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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:
064-73
栏目:
专题论坛
出版日期:
2020-07-14

文章信息/Info

Title:
The Chief Information Officer (CIO) from the Perspective of Educational Informatization 2.0:The Core Concept, Capability Model and Professional Development Strategy
作者:
葛文双; 白 浩
1.陕西师范大学 现代教学技术教育部重点实验室;2.陕西师范大学 远程教育学院;3.陕西师范大学 未来教育研究中心,陕西西安 710062
Author(s):
Ge Wenshuang; Bai Hao
1.Key Laboratory of Modern Teaching Technology, Ministry of Education, Shaanxi Normal University; 2.School of Distance Education,Shaanxi Normal University;3.Future Education Research Center,Shaanxi Normal University, Xi’an Shaanxi 710062
关键词:
首席信息管CIO核心内涵能力模型专业发展策略
Keywords:
Chief Information Officer CIO Core Concept Capability Model Professional Development Strategy
分类号:
G434
DOI:
10.15881/j.cnki.cn33-1304/g4.2020.04.007
文献标志码:
A
摘要:
近年来,新兴信息技术催生教育系统进行快速的自我革新与升级,教育部基于教育信息化发展的需求与战略,提出在教育信息化2.0时代施行由校领导担任首席信息官(CIO)的制度,使得CIO成为当前的研究热点。尽管CIO受到了教育领域研究者与实践者的广泛关注,但其核心内涵与能力结构的研究仍不明确。为此,基于教育信息化2.0时代CIO应具有的岗位职能,从国家政策、专业标准和实践共识等三个视角来解读CIO的核心内涵,采用三角互证的研究方法(文献综述、质性访谈和专家调查)对中小学CIO的关键能力结构进行深入分析。在此基础上,提出了首席信息官(CIO)的能力发展模型,包括信息化决策规划、信息化应用管理、信息化环境建设和信息化效益评估等四个外显性的能力维度,以及信息素养、人际沟通、领导力、运营监管、反思实践和创新发展等六个关键内在能力要素。基于该模型,面向CIO的专业发展提出了能力认证的培训模式、体系和内容的实践提升策略,并通过构建职业发展共同体和开展合作研究来加快CIO的职业化发展进程。
Abstract:
In recent years, the emerging information technology has catalyzed the self-innovation and upgrading of the entire education system. Based on the needs and strategies of educational informatization development, the Ministry of Education proposed to implement the CIO system under the leadership of the school. Therefore, CIO has become a hot research topic. Although educational practice and researchers are increasingly interested in it,the study of its core concept and ability model is still unclear. Therefore, this paper starts with the functions that the CIO should have in the era of education informatization 2.0, and interpret the core concept of the CIO from three perspectives such as national policy, professional standards and practical consensus. The research method of triangular mutual evidence (literature review, qualitative interview and expert survey) was used to make an in-depth analysis of the key competence structure of CIOs in primary and secondary schools. On this basis, the capability development model of the chief information officer is proposed, including four explicit capability dimensions, such as decision-making planning, application management, environment construction and benefit evaluation, and six key intrinsic competence elements are literacy, interpersonal communication, leadership, operational supervision, reflective practice and innovation. In addition, based on the competency model, the CIOs’ professional development has put forward a competency-based certification training model, system and content, and promoted the CIOs’ professional development process by building a career development community and conducting cooperative research.

备注/Memo

备注/Memo:
基金项目:本文系2018年陕西哲学社会科学基金年度项目“互联网+时代西部青年教师教学能力标准研究与发展实践创新”(项目编号:2018Q27);陕西省教育厅2019年度重点科学研究计划“基于互联网的教育精准扶智模式与应用策略研究”(项目编号:19JX001);2018年中央高校财经专项课题项目“基于STEM与创客的卓越教师教学创造力发展研究”(项目编号:2018+SZYB12)和2018年陕西师范大学教师教育课题“STEM+创客教育的卓越教师设计思维能力发展”(项目编号:JSJY 2018011)的研究成果。
更新日期/Last Update: 1900-01-01