新师范视域下高校虚拟教研室构建路径探析——以智能教育课程群虚拟教研室为例

doi:10.16088/j.issn.1001-6597.2025.04.007

摘要/Abstract

摘要： 虚拟教研室作为高等教育教学的关键部分,是信息化时代新型基层教学组织建设的重要探索,也是高校融合信息技术加强教研创新、践行未来教学、推动高等教育数字化转型的重要一环。师范类院校肩负建设教育强国的新师范教育使命,面向卓越教师培育的专业化、创新型新师范教育需要虚拟教研室在教研组织、技术与模式方面提供全方位支撑。新师范教育的虚拟教研室模型,其数字空间应包括“认知与意义建构”“社会与交流”“教研与反思”三类空间,彼此相互作用形成以智慧教研为典型特征的虚拟教研共同体。有效的虚拟教研依赖于高效的管理机制、运行机制与活动机制的建立,通过机制激发共同体成员的“内驱力”与“存在感”。支持协同教研的数字平台是建立虚拟教研社区社会性连接的前提与基础,虚实融合的课程群则是落实“新师范”教研数字化转型系统推进的有效载体。作为高校数字化转型的重要实践场,虚拟教研室为我们勾勒出一幅数字技术赋能下基层教研的新图景,但虚拟教研室建设过程中也存在一些难点问题亟待突破:一是共同体成员的黏度问题;二是适切的智能化教研活动平台的匮乏问题;三是从虚拟教研向智慧教研的进阶问题;四是虚拟教研室共性目标与新师范教育的特色发展相协调的问题。

关键词: 虚拟教研室, 新师范, 探究社区理论, 数字化转型, 教研共同体

Abstract: Virtual teaching-research section, as one critical component of higher education pedagogy, represents a significant exploration in building new primary-level teaching organizations in the information age, and also serves as essential platform for universities to integrate information technologies, enhance pedagogical innovation, implement future-oriented teaching practices, and advance the digital transformation of higher education. To fulfill the mission of normal universities, i.e. cultivating educators for an education power, an all-around aid from virtual teaching-research sections is essential for specialized and innovative new teacher education in terms of pedagogical organization, technology integration, and model innovation. The digital space of virtual teaching-research sections in new pedagogical education model should embrace three interconnected dimensions: “cognitive and meaning construction”, “social interaction and communication”, and “pedagogical reflection and practice”, collectively forming a virtual pedagogical research community characterized by intelligent and collaborative learning. Well operated virtual teaching-research sections rely on the establishment of efficient management mechanisms, operational frameworks, and activity systems to stimulate members’ intrinsic motivation (“inner drive”) and sense of belonging (“presence”). Digital platforms supporting collaborative pedagogy are prerequisites for fostering social connectivity within virtual teaching-research communities, while virtual-real integrated course clusters serve as practical carriers for systematically advancing the digital transformation of new teacher education pedagogy. As key practice fields for university digitalization, virtual teaching-research sections present a new paradigm of primary-level pedagogical innovation empowered by digital technologies. However, challenges persist in their development: (1) ensuring member engagement cohesion; (2) addressing the lack of appropriate intelligent pedagogical activity platforms; (3) advancing from virtual to wisdom-driven pedagogical research; (4) aligning the universal goals of virtual teaching-research offices with the distinctive developmental needs of new teacher education.

Key words: virtual teaching-research sections, new pedagogical education, Community of Inquiry (CoI) Theory, digital transformation, teaching-research community

中图分类号: G43

曹晓明, 徐诗婷. 新师范视域下高校虚拟教研室构建路径探析——以智能教育课程群虚拟教研室为例[J]. 广西师范大学学报（哲学社会科学版）, 2025, 61(4): 76-88.

CAO Xiao-ming, XU Shi-ting. Exploring the Construction Pathways of Virtual Teaching-Research Sections in Universities from the New Pedagogical Education Model: A Case Study of the Virtual Teaching and Research Sections for Intelligent Education Curriculum Clusters[J]. Journal of Guangxi Teachers Education University (Philosophy and Social Sciences Edition), 2025, 61(4): 76-88.

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