教育数字化背景下中学地理实践力培育的现实困境与支持机制

Realistic Dilemmas and Support Mechanisms for Cultivating Practical Ability in Secondary School Geography under the Background of Educational Digitalization

摘要: 教育数字化正在深刻改变基础教育的资源供给方式、课堂组织形态与学习证据生成逻辑，也为中学地理实践力培育提供了新的条件。本文立足地理学科核心素养要求，采用文献分析、理论阐释与案例研究相结合的方法，以株洲市第八中学为案例学校，围绕教育数字化与中学地理实践力培育之间的内在联系，讨论其现实价值、实施困境与支持机制。研究认为：教育数字化能够通过拓展实践活动的时空边界、增强真实问题情境建构、丰富学习过程证据采集等方式，为地理实践力培育提供重要支撑；但基于对株洲市第八中学地理教师的深度访谈与课堂观察发现，当前实践中仍存在技术应用停留于展示层、数字资源与地理问题脱节、教师数字素养与课程整合能力不足、表现性评价缺位以及校内外协同不充分等问题。为此，应从核心素养导向的目标重构、真实问题驱动的任务设计、多元平台支撑的资源供给、表现性评价机制完善及教师共同体建设等方面，构建中学地理实践力培育的长效支持机制。

Abstract: Educational digitalization is profoundly changing the resource supply methods, classroom organization forms, and the logic of learning evidence generation in basic education, while also creating new conditions for cultivating practical ability in secondary school geography. Grounded in the requirements of geography core competencies, this paper adopts a combination of literature analysis, theoretical interpretation, and case study, taking Zhuzhou No. 8 Middle School as the case school, to discuss the practical value, implementation dilemmas, and support mechanisms concerning the intrinsic relationship between educational digitalization and the cultivation of practical ability in secondary school geography. The study finds that educational digitalization can provide important support for cultivating practical ability in secondary school geography by expanding the temporal and spatial boundaries of practical activities, strengthening the construction of authentic problem situations, and enriching the collection of learning process evidence. However, based on in-depth interviews with geography teachers and classroom observations at Zhuzhou No. 8 Middle School, it is found that current practice still suffers from problems such as technology use remaining at the display level, disconnection between digital resources and geographical problems, insufficient teacher digital literacy and curriculum integration capacity, absence of performance assessment, and inadequate collaboration between schools and external institutions. Therefore, a long-term support mechanism for cultivating practical ability in secondary school geography should be established through core competency-oriented goal reconstruction, authentic problem-driven task design, multi-platform supported resource provision, improvement of performance assessment mechanisms, and the development of teacher communities.