Obstacles and Breakthroughs of the Digital Divide: On the Application of Digital Resources of Compulsory Education Teachers in the Less-developed Regions
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摘要: 数字鸿沟是社会科学领域一个经典的用来分析数字资源应用差异的重要概念。本研究从三代数字鸿沟概念出发，即接入、使用、智能鸿沟三个层次，对广东省欠发达地区义务教育教师应用数字资源的状况进行质性分析。研究发现：因投入严重不足，欠发达地区义务教育阶段学校的数字资源投入只能满足教师的基本需求；教师们在数字资源的使用上因培训不足等存在使用效率不高的问题；在积极主动地要求了解最新数字技术的发展，并将数字资源深度融合教育教学方面，教师群体仍有较大的提升空间。本研究依此提出要加大省级统筹对数字资源的投入、建立以提高使用效率为目的的教师数字资源培训机制、对弥合智能鸿沟适时提前布局等政策建议。Abstract: The digital divide is a classic and important concept in the field of social science that can be used to analyze the differences in the application of digital resources. Starting from the concepts of three generations of digital divide, which are, access, use, and intelligent divide, this study has made a qualitative analysis of the situation of the application of digital resources by compulsory education teachers in underdeveloped areas of Guangdong Province. The study has found that due to the serious lack of investment, the investment of the digital resources in compulsory education schools in underdeveloped areas can only meet the basic needs of teachers; Teachers are inefficient in the use of digital resources due to insufficient training; Teachers still have a lot of room for improvement in the process of actively requiring to understand the development of the latest digital technology and deeply integrate digital resources into education and teaching. Based on this, this study puts forward policy recommendations such as increasing the investment of digital resources in the provincial level as a whole, establishing a training mechanism for teachers to improve the efficiency of use of digital resources, and making timely and advance layout of the intelligent divide.
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表 1 本研究教育行政部门人员编码表
地理位置 取样代码 A省东部 H市Y区X局长、H市Y县H局长、H市L县T局长 A省西部 Y市Z局长、Y市N县S局长 A省北部 S市S区Q局长、S市N市N局长、S市R县R局长 
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表 2 本研究教师人员编码表
地理位置 学校代码 取样代码 A省东部H市 N县中心小学 N1教师、N2教师、N3教师、N4教师、N5教师、N6教师 A省西部Y市 B镇中学 B1教师、B2教师、B3教师 Y教学点 Y1教师、Y2教师 A省北部S市 D实验小学 D1教师、D2教师、D3教师、D4教师、D5教师
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表 3 教师数字资源应用访谈问题列举
数字鸿沟层次类别 数字教育资源影响因素类别 具体问题 接入 基础设施（硬件条件） 信息化环境、设备、资源、人员配备 数字教育资源配备 资源云服务体系、配套资源、平台资源 人员培训 培训次数、培训类型 使用\技能 教师使用资源的时间 资源使用的时间、资源使用的环节 教师使用资源的频率 资源平台使用频率 教师使用资源的类型 新型教学模式、活动类型 智能 对最新资源了解 对最新技术资源的了解、能深度融合新资源 教师使用资源的动机 积极主动使用数字资源的意愿、动机
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