本土文化课本剧智慧学习模式研究——基于多地多校的实证

Research on Smart Learning Mode of Local Culture Textbook Drama—Based on Empirical Evidence from Multiple Schools across Different Regions

摘要: 当前教育存在以教为中心、本土文化学习情感体验薄弱、小学生美育匮乏等问题，不利于本土文化的有效传承与小学生全面发展。研究基于建构主义学习理论与智慧教育理念构建本土文化课本剧智慧学习模式的实证研究。该模式于广州、潮州、湛江等地的华阳小学、东二小学等11所学校和广州农讲所、潮州涵碧楼等5个场馆实施落地，获得省市教育厅采纳推广，进而辐射带动了300+乡村学校，12万+学生远程参与，培育了近10所高校大学生导师团队。研究结果表明，大部分学生对本土文化课本剧学习积极性高，在知识吸收、情感体验、能力提升等方面表现良好；同时，存在部分学生对课本剧理解深度不足、智慧学习资源利用不充分、部分高校导师指导能力参差不齐等问题。为了确保本土文化课本剧智慧学习模式的高质量实施，从“智优资源–智培导师–智促理解–智启创新”等方面提出了模式有效做法。研究成果获得广泛关注，多次被权威媒体报道，在省级教育信息化领域获评优秀项目，有力推动了“传媒 + 教育”的跨界融合发展。

Abstract: Current education is plagued by issues such as teacher-centered instruction, weak emotional engagement in local culture learning, and inadequate aesthetic education immersion for primary school students. These problems impede the effective inheritance of local culture and the well-rounded development of primary school students. Based on constructivist learning theory and the concept of smart education, this study conducts empirical research on the smart learning model of local culture textbook dramas. The model has been implemented in 11 schools across Guangzhou, Chaozhou, Zhanjiang and other regions (including Huayang Primary School and Dong’er Primary School), as well as 5 cultural venues such as the Guangzhou Peasant Movement Training Institute and Chaozhou Hanbilou. It has been officially adopted and promoted by provincial and municipal education authorities, which has further attracted more than 300 rural schools and over 120,000 students to participate remotely, and nurtured student tutor teams from nearly 10 universities. The findings reveal that most students show high enthusiasm for learning local culture textbook dramas, and perform well in terms of knowledge acquisition, emotional experience and competence development. Nevertheless, several challenges remain: some students lack an in-depth understanding of textbook dramas, smart learning resources are underutilized, and the tutoring capacity of some university student mentors varies. To guarantee the high-quality implementation of the smart learning model for local culture textbook dramas, effective practices are summarized from four dimensions: “smart resource optimization, smart tutor training, deep understanding promotion, and innovative thinking inspiration”. The research outcomes have gained extensive attention, been covered by authoritative media on multiple occasions, and been awarded as an excellent project in the provincial education informatization sector, effectively boosting the cross-domain integrated development of “media + education”.