體驗區
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| 篇名 |
数字化转型背景下G7成员国数字教育政策比较研究——基于政策主体、工具与主题的三维分析
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| 並列篇名 |
Comparative Study on Digital Education Policies of G7 Countries Under the Background of Digital Transformation — Three-dimensional Analysis Based on Policy Subjects, Tools and Themes
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| 作者 |
王正青(Wang Zhengqing)
、米娜瓦尔．米尔哈力(Minavar·Mirheli)
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| 中文摘要 |
教育数字化转型正推动着教育体系变革和劳动力市场重塑，以G7成员国为代表的发达国家通过政策调整以适应这一新形势。基于政策文本分析视角，以G7成员国的七份数字教育政策为样本，构建“政策主体—政策工具—政策主题”分析框架，对文本逐篇编码，多维度分析各国数字教育政策趋势与异同。研究显示：政策主体维度，各国已基本形成多主体参与的网络治理结构；政策工具维度，供给型、环境型和需求型政策三种政策工具整体运用相对均衡，但内部结构呈现出重供给型、轻需求型的失衡状态；政策主题维度，各国关注点多样，旨在利用现代数字技术来改变教育的组织架构、教学模式和学习方式，解决教学质量问题实现教育可持续发展。借鉴G7成员国数字教育政策经验，可从推动多主体共同参与、理性挑选政策工具箱、动态性调整政策内容等方面持续优化数字教育政策。
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| 英文摘要 |
The digital transformation of education is promoting the reform of education system and the reshaping of labor market. Developed countries, represented by G7 countries, adjust their policies to adapt to this new situation. Based on the perspective of policy text analysis, Taking the seven digital education policies of G7 countries as samples, this paper constructs a three-dimensional analysis framework of “policy subjects, policy tools, and policy themes”, encodes the texts one by one and analyzes the trends and similarities and differences of digital education policies in various countries in multiple dimensions. The research shows that: in the dimension of policy subject, countries have basically formed a network governance structure with multi-subject participation; In the dimension of policy tools, the three policy tools, supply-oriented, environment-oriented and demand-oriented, are relatively balanced in overall application, but the internal structure presents an unbalanced state of emphasizing supply and neglecting demand; Various countries pay attention to the dimension of policy theme, aiming at changing the organizational structure, teaching mode and learning mode of education by using modern digital technology, solving the problem of teaching quality and realizing the sustainable development of education. Drawing lessons from the experience of digital education policies of G7 countries, we can continuously optimize digital education policies from the aspects of promoting multi-agent participation, rationally selecting policy toolbox and dynamically adjusting policy content.
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| 頁次 |
089-099
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| 關鍵詞 |
数字化转型
、数字教育政策
、政策文本
、内容分析
、G7成员国
、digital transformation
、digital education policy
、policy text
、content analysis
、G7 countries
、CSSCI
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| 卷期 |
445
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| 日期 |
202402
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| 刊名 |
中國電化教育
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| 出版單位 |
中國電化教育雜誌社
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