【作 者】：
蔡慧英， 尹欢欢， 陈明选
【关 键 词 】：
教育信息化； 数字教育资源； 教师； 影响因素； 政策建议
【栏 目】：
教育信息化
【中文摘要】：
数字教育资源的建设与发展一直是我国教育信息化中的关键议题。另外，智能时代的发展为数字教育资源的发展趋向提出了新的要求。由于教师是国家教育信息化政策的践行者，也是整合教育信息化手段和方法的体验者。因此，从教师角度探究我国数字教育资源的使用情况，可以透视我国教育信息化建设现状和发展愿景。文章从数字教育资源本身、学校支持和教师三个维度梳理了影响教师数字教育资源使用的潜在因素。对全国31个省份2942名中小学教师进行了问卷调查，研究发现，数字教育资源的质量以及技术服务支持、校园文化支持和教师自我效能感是影响我国教师数字教育资源使用的因素。另外，不同区域、学段和学科的教师在这些因素上表现出了显著性差异。所以，为了促进智能时代教育信息化建设与发展，需要增强数字教育资源的内涵建设，营造数字教育资源应用的校园文化，提升教师数字教育资源使用的自我效能感。文章能为智能时代扩大我国优质教育资源覆盖面提供策略指导。
【英文摘要】：
The construction and development of digital educational resources has always been the key issue in China's educational informatization. In addition, owing to the development in the intelligent age, new requirements are put forward for the development of digital educational resources. Teachers are both the practitioners of national educational informatization policy and the experiencers who integrate the means and methods of educational informatization. Therefore, to explore the use of digital educational resources from the perspective of teachers can provide the insight of the construction and development of educational informatization construction in China. This paper analyzes the potential factors affecting the use of digital educational resources from three dimensions: digital educational resources, school support and teachers. Based on a questionnaire survey of 2,942 primary and secondary school teachers in 31 provinces, the research finds that the quality of digital educational resources, technical service support, campus culture support and teachers' self-efficacy are the factors affecting the use of digital educational resources in China. In addition, teachers in different regions, grades and subjects show significant differences in those factors. Therefore, in order to promote the construction and development of educational informatization in the intelligent age, it is necessary to strengthen the connotation construction of digital educational resources, create campus culture for the application of digital educational resources, and enhance teachers' self-efficacy as well. This paper can provide strategic guidance for expanding the coverage of high-quality educational resources in the intelligent age.