【作 者】：
张立国， 刘晓琳
【关 键 词 】：
教育信息化2.0； 信息化教学； 教学创新； 评价
【栏 目】：
教育信息化
【中文摘要】：
实现信息技术与教育教学从融合应用步入创新发展是教育信息化2.0时代的主要发展任务。文章采用典型案例测评的方法对我国当前学校信息化教学创新水平进行科学评价，旨在清晰地认识2.0时代学校信息化发展的起点，为国家和学校层面进一步推进信息技术与教育教学的融合创新提供决策参考。研究结果表明，我国基础教育学校信息化教学创新实践成绩显著：信息化教学创新实践的覆盖面不断扩大，综合创新水平逐步提升；信息化教学创新实践的学段适应性增加，创新形式由简单应用向综合服务学生发展需求过渡；信息化教学创新的关注点逐步转向学生和学习，实践的边界由学校逐步向校外拓展。同时，存在的问题也比较突出：基础教育学校信息化教学创新综合水平不高；教师/促学者属性创新、学习者属性创新和教学组织创新的水平亟待提高；不同学段和区域间基础教育学校信息化教学创新水平极不均衡；信息技术支撑教学改革与创新的潜能尚未完全释放。
【英文摘要】：
The main task of educational informatization 2.0 is promote the innovative development of ICT in education. This paper makes a scientific evaluation on typical cases of ICT innovation in K-12 schools, aiming for a clear understanding of the starting point of the development of ICT in K-12 schools in the 2.0 era, and providing reference for the national policy-makers as well as school leaders to further promote the integration and innovation of ICT . The results show that China has made remarkable achievement in ICT instructional innovation in basic education; the coverage of innovative practice of ICT continues to expand and the innovative level is gradually improved; the innovative practices are adapted to different needs of learners in different schooling phases; the form of innovation is changing from simple application to comprehensively satisfy students' development needs; the focus of information-based teaching innovation gradually shifts to students and learning and the practice is extending from in-campus to off-campus. Meanwhile, there also exist some challenges in innovative practices. The overall innovation level of ICT in K-12 Schools is relatively low, especially those of teachers or facilitators, learners, and instructional organizations. The innovative level of ICT in different phases of schooling and different areas varies greatly and the potential for ICT to enhance instructional innovation has not fully been released.