数字教育资源支持下小学语文课后服务的实践研究

A Practical Study on After-School Services for Primary School Chinese Supported by Digital Educational Resources

摘要: 立足“双减”政策与国家教育数字化战略背景，当前小学语文课后服务普遍存在活动形式单一、素质拓展资源匮乏、评价机制粗放等现实问题。本文以潜江本地小学教学实践为基础，依托国家智慧教育平台、AI智能工具等数字化资源，从沉浸式数字阅读、分层创意语言表达、传统文化与潜江花鼓戏本土非遗融合三大维度构建课后服务实施路径，形成“数字情境导入–分层语言训练–文化浸润感悟–成果展示输出”一体化教学模式。通过一学期全学段教学实践发现，数字化赋能课后服务能够有效激发学生语文学习主动性、减轻教师课程开发负担，但同时存在通用数字资源学段适配度不足、课堂媒介使用失衡、数字化过程性评价体系缺失等短板。针对以上问题，提出分层加工校本资源库、坚守教师课堂主导地位、搭建全流程数字化成长评价档案等优化策略，完善“资源教学–实践训练–过程评价–精准优化”育人闭环，为县域小学语文课后服务提质增效、本土文化数字化育人提供可复制的校本实践参考。

Abstract: Against the backdrop of the “Double Reduction” policy and the national digital education strategy, current after‑school services for primary school Chinese are generally confronted with practical problems such as monotonous activity forms, insufficient resources for quality‑oriented development, and simplistic evaluation mechanisms. Based on the teaching practice of local primary schools in Qianjiang and drawing on digital resources including the National Smart Education Platform and AI intelligent tools, this paper constructs implementation paths for after‑school services from three dimensions: immersive digital reading, differentiated creative language expression, and integration of traditional culture with Qianjiang Flower‑Drum Opera, the local intangible cultural heritage. It establishes an integrated teaching model of “digital‑situation introduction—differentiated language training—cultural immersion and perception—achievement demonstration and output”. A semester‑long teaching practice across all grades reveals that digitally‑empowered after‑school services can effectively stimulate students’ initiative in Chinese learning and reduce teachers’ burden of curriculum development. Nevertheless, deficiencies remain, including poor grade‑level adaptability of general digital resources, imbalanced use of classroom media, and the absence of a digital formative evaluation system. To address these issues, optimization strategies are put forward: developing a school‑based resource library through differentiated processing, upholding teachers’ leading role in classroom teaching, and building a full‑process digital growth evaluation archive. These measures help improve the educational closed loop of “resource‑based teaching—practical training—process evaluation—targeted optimization”, and provide replicable school‑based practical references for improving the quality and efficiency of county‑level primary school Chinese after‑school services and for digital education rooted in local culture.