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篇名 |
学校导入教育大数据项目:动因、模式、路径与误区
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並列篇名 | The Import of Big Data in Education Project in the Elementary and Secondary Schools: Motivation, Mode, Path and Misunderstanding |
作者 | 楊現民、李新、田雪松 |
英文摘要 | With the rapid development of information technology such as cloud computing, Internet of Things and mobile communication, big data has become the important force in promoting the educational system innovation and development. Relying on the Development of Big Data in K-12 Education of China Blue Paper, 16 schools in the field of K-12 education in China have been investigated and studied. The study found that there are three major motivations for the development of education big data projects in primary and secondary schools, which are to lead the overall development of the school continuously, to promote the development of school education information and to solve the problems of school education and teaching. In the implementation mode, the paper mainly use spontaneous exploration, project participation, executive-driven and enterprise-led, each model has its own characteristics. In the implementation of the path, which includes setting up education big data research team, doing educational big data related technology product selection, developing education big data project implementation guarantee system and mechanism, creating campus education big data culture actively, and focusing on improving data literacy of the whole school staff. At present, in the process of promoting education big data projects, regional schools usually face with some problems such as relatively conservative data awareness, low data processing ability of teachers, inadequate technical support for products, and difficult establishment of unified standard data system. Educational big data projects in schools should avoid the four major errors: to carry out large education projects is a small number of things, education big data projects can be short-term investment projects can be effective, import education big data projects can solve all problems and get a lot of data and then consider security issues. |
起訖頁 | 050-058 |
關鍵詞 | 大数据、教育大数据、动因分析、导入模式、实施路径、常见误区、Big Data、Big Data in Education、Motivation Analysis、Import Model、Implementation Path、Common Misunderstanding |
刊名 | 中國電化教育 |
期數 | 201801 (372期) |
出版單位 | 中國電化教育雜誌社 |
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| 反思性评价在协同知识创新能力培养中的应用研究 |
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| 大数据与高校院系治理 |