摘要：Web3.0技术以“智能化、个性化和聚合性”为主要特征给教育领域注入了新的生机。文章通过介绍Web3.0的概念与特征，并结合当前的校本培训现状，进行了基于Web3.0技术下的教师校本培训平台构建的探讨。论述了如何立足于Web3.0技术构建一个提高教师专业水平的校本培训平台，旨在理清研究思路，为进一步研究Web3.0技术下的教师校本培训平台的构建提供参考借鉴。
Abstract: The Web3.0 technology injects new life into the field of education with its main features of “intellectualization, personalization and convergence.” The article describes the concepts and characteristics of Web3.0 and, in the light of the current state of school-based training, discusses how to build a school-based training platform based on Web3.0 technology to improve teachers' professional skills, with a view to clarifying research thinking and providing a reference for further research on the construction of a school-based training platform for teachers under Web3.0 technology.
关键词：Web3.0；教师校本培训；构建
Keywords: Web3.0; teacher's school-based training; construction
中图分类号：G715 文献标志码：A 文章编号：1009-4156（2013）01—085-03
Central Chart Classification Number: G715 Bibliography Code: A Article No: 1009-4156 (2013)01-085-03
在适应基础教育改革与发展、大力推进素质教育的需求之下，更科学化、信息化地进行教师校本培训是目前势在必行的工作。本文通过介绍Web3.0的概念与特征，结合当前校本培训的现状，进行基于Web3.0技术下的教师校本培训平台构建的探讨，论述如何立足于Web3.0技术构建一个提高教师专业水平的校本培训平台，旨在理清研究思路，为进一步研究Web3.0技术下的教师校本培训平台的构建提供借鉴。
In response to the need to reform and develop basic education and to promote quality education, more scientific and informative teacher-based training is now an imperative. By presenting the concepts and characteristics of Web3.0 and taking into account the current state of school-based training, the present paper explores how to build a school-based training platform based on Web3.0 technology, with a view to developing a learning platform to improve teachers’ professionalism, with a view to clarifying research ideas and providing a basis for further research on the construction of a school-based training platform for teachers under Web3.0 technology.
一、现行的校本培训存在的弊端
I. IMPLICATIONS OF EXISTING SCHOOL TRAINING
（一）培训内容未能真正满足教师的需求
(i) Training content does not really meet the needs of teachers
上级部门组织的教师培训其内容大多是以统一课程和教材的教师培训体系为主，脱离了实际教学，缺乏对教师教学实践中会碰到的难题的了解，没有针对实际中的问题进行对应的培训和指导。其培训内容无法真正满足教师的需求，从而不能激发教师的学习热情，影响教师队伍的建设和教师专业的成长。
Teacher training in higher-level organizations is largely based on a teacher training system that harmonizes curricula and teaching materials, moves away from practical teaching, lacks an understanding of the challenges that teachers face in their teaching practices, and does not provide training and guidance on practical issues.
（二）培训的知识技能与实际教学脱节
(ii) Disconnection between training in intellectual skills and practical teaching
现行的教师校本培训一般都是由师资培训机构或者其他的校外教育行政部门所组织的培训。因此往往会出现的情况是受训的教师所获得的知识技能多数是与实际工作相脱节，无法真正运用到实际教学工作中，这些培训内容多数是外在于学校与课堂，没能真正符合教师的实际需求。
The current teacher’s home-page training is generally organized by teacher training institutions or other out-of-school education administrations. Thus, it is often the case that most of the knowledge and skills acquired by the trained teachers are out of step with the actual work and cannot be actually applied to the actual teaching work, most of which is outside the school and the classroom and does not really correspond to the actual needs of the teachers.
（三）培训形式过于单一，影响培训的实际效果
(iii) The form of training is too monolithic to affect the practical impact of training
现行的校本培训多数是以专家授课的形式，专家进行理论指导，专家讲、教师听的单一的灌输式的培训方式。所讲述的理论知识理论性太强，又缺少互动的教学形式，教师没有与他人分享经验的机会，在交流上的封闭性使整个培训气氛变得沉闷，教师面对这样的培训课程往往会感到枯燥、吃力。这样的情况必然会造成受训教师对学习失去兴趣，同时也抑制了教师的主动性的培养，影响了整个培训的实际效果。
Most of the current school-based training takes the form of specialist instruction, specialist guidance, specialist lectures, and a single indoctrination training style for teachers. The theoretical knowledge described is too theoretical, and there is a lack of interactive forms of teaching, teachers do not have the opportunity to share their experiences with others, and the closed nature of communication makes the overall training climate boring and exhausting.
（四）缺少个性化
(iv) Lack of personalization
现行的教师校本培训未能考虑到个体的差异。在教师的队伍中，存在个人的认知水平、年龄阅历、任教科目、个人能力等各方面的差异。而现行的教师校本培训并没有根据每个人的不同情况而给予有针对性的培训指导。不管教师的水平、特长、接受能力如何，都是同一培训、同一进度、同一内容。这种个性化不强、针对性不佳的培训自然收效甚小。
In the teaching profession, there are differences in the level of individual awareness, age studies, teaching subjects, and individual abilities. The current training of teachers in the school curriculum does not provide tailored training, depending on each individual’s circumstances.
（五）工学矛盾突出
(v) Visible industrial contradictions
教学任务繁重的教师们，在工作之余要集中较多的时间接受培训、开会、讨论等。在时间有限的情况下往往安排起来较为困难，为此而影响了正常的工作和学习。由此而引发的工学矛盾也是现行的校本培训中面临的最大问题。
Teachers with heavy teaching tasks devote more time to training, meetings, discussions, etc. while working.
校本培训是提升教师教育教学能力的非常重要的途径。构建良好的校本培训模式，是提高教师教育科研水平的有效手段。培养优秀教师更是社会经济发展中非常重要的事情。可是现行的教师校本培训的针对性不佳、实效性不强、工学矛盾突出、缺少个性化等问题严重影响了优秀教师队伍的建设，使我国教育发展的脚步变得缓慢。所以，紧密结合教学的实际问题，提供满足教师需要的培训内容，构建科学化、信息化、有效化的基于Web3.0技术下的教师校本培训平台，提高教育教学实践能力，充分发挥教师在培训中的主体作用，促进教师教学风格的形成，缓解工学矛盾突出的问题是当下最为迫切的事情。
School-based training is a very important means of improving the teaching and learning capacities of teachers. Building a good school-based training model is an effective means of raising the educational and scientific level of teachers. The training of good teachers is more important in socio-economic development.
二、Web3.0的基本概述
II. Basic overview of Web3.0
Web3.0是建立在Web2.0的基础上，它实现了更加“智能化的人与人和人与机器的交流”的互联网模式，同时，它具有以下四个主要特征：
Web3.0 is based on Web 2.0, which has achieved a more “intelligent human-human-machine-to-human” Internet model, with the following four main features:
（一）人性化的用户体验和个性化的基础配置
(i) Basic configuration of humanized user experience and individualization
Web3.0是以人为本的互联网模式，它完全按照用户的偏好来设计，并以此为主要的方向，它在对于UGC筛选性的过滤的基础之上引进偏好信息处理还有个性化引擎技术。偏好信息处理即按照用户的搜索习惯来分析和整理，并设计出最好的方案，帮助用户便捷、迅速地搜索到自己想要查看的信息。
Web3.0 is a people-centred Internet model designed entirely in accordance with and in the main direction of user preferences, which introduces preferred information processing and individualized engine technology based on filtering of UGCs. The preferred information processing is to analyse and organize it according to the user’s search habits and to design the best options to help users easily and quickly search for the information they want to see.
（二）微内容的自由整合和有效聚合
(ii) Free integration and effective aggregation of micro-contents
Web3.0使用Mashup技术是对用户在搜索过程中产生的信息进行必要的整合，以使得其内容信息的特征性更加明显，信息描述的精确度更高，从而促进用户对信息的进一步检索。而聚合技术的应用在Web3.0模式下发挥出了更大的作用，把传统意义上的聚合技术与挖掘技术进行相应的结合，势必创造出更具个性化的搜索速度、更快的搜索结果、更精确的“Web挖掘个性化搜索引擎”。
Web3.0 uses Mashup technology to integrate the information generated by users during the search process as necessary in order to make the information of its content more specific and more accurate in its description, thereby facilitating further user retrieval of the information. The application of polymerization technology in the Web3.0 model has played a greater role in combining traditional techniques of polymerization with excavation techniques, creating a more individualized search speed, faster search results, and a more accurate “Web dig for personal search engines.”
（三）适合多种终端平台，实现信息服务的普适性指示
(iii) Adequacy of information services to multiple terminal platforms
Web2.0只能通过PC终端应用在互联网这一个十分单一的平台上，而Web3.0的网络模式已经实现了不同终端的兼容。它融合了网络的普适化并实现了公用显示装置以及个人智能终端的通用，而且融入了E—RAD技术的应用和研发，让嵌入式技术在Web3.0模式下发挥出了更大的作用，实现了在互联网上获得信息的便捷。
Web 2.0 can only be used through PC terminals on a very single platform on the Internet, and Web3.0 network models have been compatible with different terminals. It integrates the universalization of the network and the common use of public display devices and personal intelligence terminals, as well as the application and development of E-RAD technologies, allowing embedded technologies to play a greater role in the Web3.0 model, making it easier to obtain information on the Internet.
（四）有效和有序的数字新技术
(iv) Effective and orderly digital new technologies
Web3.0建立的SNS（社会网络服务系统）是可信的，VoIP与IM是可管理的，Blog/Vlog/Wiki是可控的，它们能够实现数字通信与信息处理、网络与计算、传播与管理、艺术与人文等的有序有效结合及融会贯通。
The SNS (social network service system) set up on Web3.0 is credible, VoIP and IM are manageable, and the Blog/Vlog/Wiki are controlled, allowing for an orderly and effective integration and integration of digital communication and information processing, networking and computing, dissemination and management, arts and humanities.
在Web3.0模式下，对用户的真实信息的核查与认证比较严谨，可信度较高的信息源的信息更有价值，与此同时也进一步实现了更便捷的人际交往，用户可以从中快速地找到所需要的人才或者所感兴趣的信息材料。
Under the Web3.0 model, the verification and authentication of real information from users is more rigorous and the information from higher credible sources is more valuable, while at the same time it is further facilitated by easier interpersonal interaction, from which users can quickly find the required talent or information materials of interest.
Web3.0模式下可管理的VoIP与IM，为用户提供的是十分便利和快捷的服务方式。可信度越高的用户所的信息会被自动置顶，这样有用的、真实的信息能够快速地出现在用户的面前，提高了信息的使用率，同时也减少了信息查找的时间。
The more reliable a user is, the more information that is available automatically tops up, so that useful, real information can quickly appear before the user, increasing the use of the information and reducing the time it takes to find it.
Web3.0模式下可控的Blog/Vlog/Wiki，可以提高信息的利用率，把信息的和使用联系起来，实现可信度较高的信息与用户的访问之间的快速对接。
Controllable Blog/Vlog/Wiki under the Web3.0 model can increase the use of information, link information and use, and provide a quick interface between more credible information and user access.
信息化时代，Web3.0技术的出现是信息技术发展的必然趋势，也是在Web2.0技术基础上的进一步发展，更是推进了教育信息化，为教育领域注入活力与生机的重要技术。而开展基于Web3.0技术的教师校本培训，是克服传统校本培训的弊端、提高教师素质、创新校本培训模式、促进教育发展的重要路径。
In the age of informatization, the advent of Web3.0 technology is a necessary trend in the development of information technology and a further development based on Web 2.0 technology, and it is also an important technology that promotes the informationization of education in order to inject dynamism and life into the field of education. The introduction of web3.0-based teacher-based school-based training is an important way of overcoming the shortcomings of traditional school-based training, improving the quality of teachers, innovative school-based training modules, and promoting educational development.
三、构建基于Web3.0技术的教师校本培训平台
III. Building a web3.0-based platform for teacher-based school-based training
基于Web3.0的教师校本培训平台是以学校自身为主体，利用信息技术及互联网的教育资源，对本校教师实施的一种更加全面性、针对性、实效性、个性化的现代校本培训模式，实现教育的信息化。信息化是社会发展的必然趋势，它也已经成为衡量一个国家现有的现代化技术水平和当前的综合国力的一项重要指标。同时，教育信息化的重要组成部分之一就是教师教育信息化，它也是推动教育信息化建设的主要力量。运用现代信息技术，给校本培训带来新的变革，在校本培训中运用计算机技术、运用大量的网络资源，以构建教师学习的体系、实现教育的跨越式的发展为目标。
The Web3.0-based platform for teacher-based school-based training is a more comprehensive, targeted, effective and personalized version of the modern school-based training model for school-teachers, based primarily on the school itself, using information technology and the Internet, to inform education. Informatization is a necessary trend in social development, and it has become an important indicator of the state’s current state-of-the-art skills.
在教师校本培训中，学校是校本培训的主阵地，教师是培训的主体，Web3.0技术是校本培训的载体，这也意味着构建基于Web3.0的教师校本培训平台具有实现信息资料共享、交流功能进一步强化、促进教师的专业成长、提高教师的整体素质、建立优秀的教师队伍的意义。同时，还有利于教师梳理自己的教育教学过程，寻求新的工作思路，创新现有的教育手段，不断更新教育理念。因此需要在Web1.0和Web2.0的基础之上，结合Web3.0的特性来构建教师校本培训平台。
In the school-based training of teachers, the schools are the backbone of the school-based training, the teachers are the backbone of the training, and the Web 3.0 technology is the vehicle of the school-based training. It also means that the building of a web-based school-based training platform for teachers, based on Web-3.0, has the value of sharing information, enhancing communication functions, promoting the professional development of teachers, improving the overall quality of teachers, and building a high-quality teaching staff.
（一）校本课程资源平台
(i) School-based course resource platform
1.必要性及其功能。新课程的实施需要大量的实用的课程资源，尤其需要符合当前实际需求的丰富的校本课程资源来支持新课程的校本化实施。教师在课程改革中起着至关重要的作用，他们最了解学生的需求。因此，以学校为基地，由教师参与建设的校本课程资源不仅能够让教师不断学习，还能够满足学生的兴趣爱好和个性化的需求。只有建立起基于Web3.0技术下的专业的校本课程资源库，才能促进信息的交流和分享，影响教师专业水平的发展，促进教师终身的学习，满足社会对于信息时代教师的需求，从而影响学校信息化建设的进程。
1. Need for and functioning of the new curriculum. The implementation of the new curriculum will require substantial and practical resources, in particular the resources of the school-based curriculum to support the implementation of the new curriculum. Teachers play a vital role in curriculum reform, and they know best the needs of the students. Therefore, school-based and teacher-in-service resources will not only enable teachers to learn continuously, but also meet the needs of students'interests and individualization. Only the establishment of a resource base for the school-based curriculum based on the specialties under Web3.0 technology will facilitate the exchange and sharing of information, influence the professional development of teachers, promote lifelong learning of teachers, and meet the needs of society for information-age teachers, thus affecting the process of school informatization.
2.具体设计。校本课程资源应当包括教学与科研、教育与管理、信息技术教育、社会与劳动实践等内容。在教学与科研版块中，应细分到各个学科，包含各个学科的教学心得和重点难点的探讨等。在教育与管理版块中，应从培养学生的各方面能力的探讨出发，比如，培养学生的自我教育的能力等。在信息技术教育版块中，就如何运用信息技术提高教学质量等问题进行探讨。在社会与劳动实践版块中，针对学生的劳动实践和社会实践等方面进行调查研究。
The resources for this course should include teaching and scientific research, education and management, information technology education, and social and labour practices.
3.技术支持。在Web3.0技术下的资源库解决了Web2.0时期所不能解决的很多问题。Web3.0技术下的资源库拥有标准的属性信息，它的每一个最小单位的信息资源都能被唯一识别，这样可以清楚地从中得知资源的来源，这点对于构建校本课程资源平台是非常有利的，因为可以由此获得可信度较高的、丰富的信息资源。
3. Technical support. The resource base under Web3.0 addresses many of the problems that could not be solved during the Web 2.0 period. The Web3.0 resource base has standard attributes, and the information resources of each of its smallest units are uniquely identified, so that the source of the resources can be clearly identified, which is very useful for the construction of the current resource platform for the course, as it provides access to highly credible and rich information resources.
在利用资源库资源进行建设校本课程资源时，Web3.0的信息智能分析以及过滤功能能够很快地按照教师提供的信息，过滤掉不合适的资源，分析出教师所需要的资源，并给予最适合的资源，这样可以节约大量的时间，为校本课程资源库的建设提供很大的便利。
Using the resources of the Resource Pool to build the resources of the school curriculum, Web3.0 information intelligence analysis and filtering can quickly filter out inappropriate resources based on the information provided by the teachers, analyse the resources needed by the teachers and give the most appropriate resources, which can save considerable time and greatly facilitate the building of the resource base for the school curriculum.
（二）教师网络学习平台
(ii) Networked learning platform for teachers
1.必要性及其功能。新一轮基础教育课程改革的不断推进对广大教师也提出更高的要求，无论是在教学方式、教学行为还是在教育理念上。这就要求广大教师要积极地参加学习，不断地提高专业化水平，获得最新的教育理念，才能适应新时间教育发展的需要。而以网络为平台的学习环境，可以克服传统校本培训的弊端，使教师能够真正获得学习的机会，从而提高整体素质。综上所述，可见构建基于Web3.0技术下的教师网络学习平台的必要性。Web3.0技术支持下的教师网上学习平台，可以让教师更主动、更高效地进行学习以提高自己的专业水平。同时，Web3.0的价值在于通过高效的智能的工具来实现信息的高聚合和智能搜索，这些功能对教师网络学习平台的构建起到了非常大的作用。
1. The need for and functioning of the new cycle of basic education curriculum reform require a greater demand on the part of teachers at large, whether in terms of teaching methods, teaching behaviour or educational concepts. This requires that teachers be actively involved in learning, increasing specialization and acquiring up-to-date educational concepts in order to be able to adapt to the needs of new-time educational development. At the same time, web-based learning environments can overcome the disadvantages of traditional school-based training and enable teachers to gain real access to learning opportunities, thus improving overall quality.
2.具体设计。教师网络学习平台应当包括文字资料、视频、PPT等。其内容应从各个学科的范畴出发。
2. Specific design. The teacher's web-based learning platform should include text materials, videos, PPTs, etc.
3.技术支持。人工智能是Web3.0的核心技术，即可实现虚拟化和可视化。它可以提供平滑的画面和高清的视频，提供了更加真实生动的情景，为虚假学习创造了很大的发展空间，教师只需要通过网络浏览器就可以进行浏览和学习。
3. Technical support. Artificial intelligence is the core technology of Web3.0, so that virtualization and visualization can be achieved. It can provide smooth images and high-quality videos, provide more realistic and living scenarios, and create great development space for false learning, with teachers simply having to browse and learn through web browsers.
信息的高度聚合功能还为教师营造了高效的网络学习环境，教师可以根据自己的要求选择合适的学习资源，将其聚集在个人的门户下，以备随时查看。信息的高度聚合这一功能可以更好地安排学习与工作的时间，缓解了工学矛盾。
The highly aggregated functionality of information also creates an efficient web-based learning environment for teachers, who can choose the right learning resources at their own request, gathering them under their own personal portals for ready viewing. The highly aggregated function of information can better organize learning and working hours and ease technical contradictions.
Web3.0的智能搜索引擎帮助教师更好地实现自主学习，教师不再单纯地接受培训，他们可以借助网络学习平台上的资源按照自己的需求更有针对性地进行学习，这就大大提高了教师们自主学习的兴趣。
The smart search engine of Web3.0 helps teachers to achieve better self-learning. Teachers are no longer simply trained, and they can use the resources on the web-based learning platform to better target their needs, which greatly enhances the interest of teachers in self-learning.
（三）互动交流平台
(iii) Interactive communication platform
1.必要性及其功能。新课改要求下的校本培训，除了要求教师个人自主学习，还强调培训中的互动和交流。互动与交流是提高个人教学水平的重要途径。在Web3.0技术下构建的互动交流平台提供了畅通开放的环境，为教师之间提供了互动交流的机会，在交流对象变得更广泛的同时，交流的内容也更加的自由。还能把学习的知识运用在教学中，教学实践中的困惑再经过不断地交流，这样教师自身的水平就能得到更大的提高。
1. Needs and functions. School-based training under the new curriculum changes, in addition to requiring individual teacher autonomy, also emphasizes interaction and communication in the training. Interaction and communication are important ways to improve individual teaching. The interactive communication platform built under Web3.0 technology provides an open environment for interaction between teachers and, at the same time, greater freedom of communication.
2.具体设计。互动交流平台应当包括个人博客、个人微博、在线聊天工具等内容。教师可以在微博或者个人博客上发表自己的教学观点、见解或在教学中遇到的重点或难点的思考，还可以把自己的教案、课件或教学心得上传到个人页面上与其他人一起交流和分享。在促进个人教学水平提高的同时，还能供其他教师借鉴，实现了资源的共享，尤其是有机会外出听专家名师的课程的教师，可以把讲座的内容记录下来，也可以写出个人的学习体会将其放在个人页面上供其他教师学习，大家互相帮助一起进步。还可以设计校际联合研讨的版块，与其他学校进行广泛的交流，共同在实践中探讨和摸索，不断拓宽交流的新渠道，以促进共同的发展，提升整体的教育质量效益。
2. An interactive platform should include personal blogs, individual microblogging, online chat tools, etc. Teachers can publish their own teaching views, opinions, or thought about the priorities or difficulties encountered in teaching on microblogging or their own blogs, and they can upload their teaching, text or teaching to their personal pages for communication and sharing with others.
3.技术支持。Web3.0以博客技术为代表，而且它的多终端整合互动功能，可以把微信息放在各种终端里高度兼容地进行自由的传播，用户可以实现终端里的自由互动。
3. Technical support. Web3.0 is represented by blog technology, and its multi-end interface functions allow for free dissemination of micro-information at various terminals with a high degree of compatibility, and users achieve free interaction at the end.
（四）个人学习评估平台
(iv) Individual learning assessment platform
1.必要性及其功能。个人学习评估平台即实现教师高效管理个人学习的功能，实现自我评估。教师针对自己浏览过的信息以及学习内容对自己的学习情况有个更好的评估和管理，从而能制订出更切合个人实际情况的学习计划，更有针对性和目的性地进行学习，不断提高个人的专业水平。
1. Need and function. The individual learning assessment platform enables teachers to manage their learning efficiently and achieve self-assessment.
2.具体设计。个人学习评估平台应当包括学习内容、学习进度、学习评估、学结、学习计划等内容。
2. Specific design. The individual learning assessment platform should include learning content, learning progress, learning assessment, learning completion, learning plan, etc.
3.技术支持。Web3.0技术下能够将学习过程中使用到的资料进行收集，随时方便教师查看动态信息，整理资料，管理自己的学习内容，把一个原本复杂而烦琐的过程变得简单化，这也大大节约了时间。同时，教师可以在任何一台电脑上打开浏览器，直接进入自己的个人学习评估平台。
3. Technical support. Web3.0 allows for the collection of information used in the learning process, making it easy for teachers to view dynamic information, collate information, manage their own learning content and simplify an otherwise complex and cumbersome process, which also saves time. At the same time, teachers can open a browser on any computer and directly access their own personal learning assessment platform.
此外，在校本培训平台上还可以建立网络培训反馈平台、网络教学平台，网络实验室等多种平台。
In addition, web-based training feedback platforms, web-based learning platforms, web-based laboratories and others could be established on the school-based training platform.
利用Web3.0技术构建的平台开展教师校本培训还可以丰富教师校本培训的方式，可以让教师自主安排时间学习，自主选择培训内容，减少工学矛盾，提高自主学习的兴趣；可以帮助教师们进行交流和沟通，实现共同的进步；还能提高教师校本培训的实效性和针对性。因此，构建基于Web3.0技术下的教师校本培训，不是否定过去的培训模式，而是传统培训模式的有益补充。从而提高校本培训的实效，实现课堂教学的最优化，让教师们可以不断更新教育理念，提升专业水平。在未来的发展中，相信还会有Web4.0甚至Web5.0的到来，未来还可以构建基于Web4.0或Web5.0的技术下的教师校本培训平台，实现教育与信息技术的与时俱进。
A platform based on Web3.0 technology can also enrich teacher-based training by allowing teachers to organize their own time, choose their own training content, reduce technical contradictions and increase their interest in self-learning; help teachers to communicate and communicate to achieve common progress; and improve the effectiveness and relevance of teacher-based training. Therefore, the construction of teacher-based training based on Web3.0 technology is not to deny past training models, but rather a useful addition to traditional training models.
[基金项目：广东省教育科学“十二五”规划课题“客家人文视野下的信息技术环境对城乡学生‘知识沟’的影响研究”（编号：11JXN050）研究成果]
[Foundation project: Project “Twelfth Five-Year Plan for Education Science” in Guangdong Province: “Study of the Impact of the Information Technology Environment on the `Knowledge' of Urban and Rural Students” (No. 11JXN,050)
[梁伟焱：嘉应学院教育科学学院讲师，硕士。研究方向：信息技术教育、教育信息化、数字化教学资源开发]
[Liang Wei-chung: Lecturer, Faculty of Educational Sciences, Kayin Academy, Master's degree. Research orientation: IT education, educational informatization, digital teaching resource development]
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