【作 者】：
沈 书 生
【关 键 词 】：
信息技术应用能力； 整校推进； 能力提升思维范式； 教育公平； 优质均衡
【栏 目】：
理论探讨
【中文摘要】：
新世纪以来，我国设计了多轮中小学教师信息化能力提升行动计划。在不同的能力提升思维范式指引下，能力提升的具体实践路径也不同。以全校教师作为共同责任主体的思维范式，倡导以“整校推进”的方式提升教师的信息技术应用能力，就是要立足学校实际，引导全体教师基于学校的工作场景分析存在的问题，建立符合学校现状的能力提升路径。“整校推进”具有目标的同指向性、教师的全介入性、学校的自场景性与事务的内关联性等关键特征，如果能够以学习过程作为学校所有工作场景的服务对象，并对学校的工作场景进行结构性分解，就可以合理地设计体现“校本化”的信息技术应用能力提升行动方案。学校需要因地制宜，以发展的眼光，从助力教育起点公平与优质均衡的高度，设计体现层次的、可持续发展的校本能力提升行动方案。
【英文摘要】：
China has designed several rounds of action plans for improving teachers' information technology application ability in primary and secondary schools since the beginning of the new century. Under the guidance of different paradigms for ability improvement, the specific practice paths of ability improvement are different. The paradigm of "whole-school promotion", which advocates the whole school as the main body of the common responsibility for improving teachers' information technology application ability, is to guide all teachers to analyze the existing problems based on the school's work scenario and establish a path to improve their ability in line with the school's current situation. "Whole-school promotion" has the key characteristics such as the homogeneity of goals, the full involvement of teachers, the self-situational nature of the school, and the internal relevance of matters. If we can take the learning process as the target of all school work scenarios and structurally decompose the school work scenarios, we can reasonably design an action plan that reflects "school-based" application ability improvement. Schools need to take measures in accordance with local conditions and design a school-based ability improvement action plan that embodies a hierarchical and sustainable development from the perspective of development and from the perspective of contributing to the equity and quality balance of the starting point of education.