Under the background of global education informationization, digitalization, network interconnection and media integration, the way of understanding, presentation, communication channels and cognitive environment of human knowledge have undoubtedly been reconstructed. The educational ideas, methods, environment and textbooks of all countries are facing great challenges. With the continuous development of ubiquitous learning, blended learning, project learning and online course learning under the integration of "internet plus" and media, the single printed paper teaching materials can no longer fully meet the educational and teaching needs of the new era. As a comprehensive product of education, publishing and information technology, digital teaching materials and digital teaching resources, which integrate text, audio, video, pictures and animation, have emerged and developed rapidly, becoming an important resource for students' learning and teachers' teaching and a necessary carrier for curriculum implementation. Its core features are not only science and education, but also accessible, all-media, deeply interactive and experiential. Practice shows that digital teaching materials and resources will also affect the implementation quality of courses, teaching and evaluation, and affect the cultivation of students' world outlook, outlook on life and values. Therefore, it is particularly important to investigate the evaluation standard system of digital teaching material resources in developed countries, reflect on the current situation of the construction and management of digital teaching material resources in China, and try to construct the evaluation standard of digital teaching material resources.

1

Analysis on the evaluation standard system of digital teaching material resources quality in major developed countries

(A) the evaluation standard system started early, followed the pace of the times, constantly increased efforts, and developed rapidly.

In 2007, the British Education and Communication Technology Bureau formulated and promulgated the quality standard of digital learning resources in Britain. In 2008, Turkish scholars put forward a quality evaluation method of online learning resources. 200 1 the United States established the state government education technology steering Committee to provide guidance for state and local governments to choose high-quality digital teaching resources that meet the standards. In 2007, K- 12 Online Learning International Alliance of the United States formulated the national online education quality standard, and revised it on 20 1 1. The Education Bureau of Prince Edward Island, Canada, while updating the evaluation criteria for printed textbooks, has vigorously developed a series of evaluation criteria and tools for various learning resources, including DVD discs, videos, audio-visual resources, digital resources, software and website resources. These not only provide guidance and quality assurance for the development, use and management of digital teaching materials and resources, but also enrich the research results of teaching material evaluation from the theoretical and practical levels.

(2) The formulation and revision of the evaluation standard system is mainly based on laws and regulations, relying on major projects, combining the dynamics of curriculum reform and the characteristics of digital resources.

Article 508 of the Federal Regulations of the United States provides a list of conditions required for readability of various digital resources, which has become a recognized standard for evaluating readability of electronic resources. With the development of IT technology and the adoption of the Cologne Charter, Japan put forward the Millennium Plan in 2000, and the Cabinet deployed the i-Japan strategy to promote the construction of information education and digital resources through many national projects such as the promotion of future schools, learning and innovation, and the research and development of electronic textbooks. In 2008, Australia's national curriculum was promulgated, and the federal, state and regional governments jointly launched the "Digital Education Revolution" project, aiming at bringing sustainable and meaningful changes to the teaching and learning of all schools in Australia. In 20 16, the French Ministry of Education and the French Investment Agency jointly put forward the "Innovative Digital Schools and Rural Plan" to support the digital innovation and development of primary schools in rural areas. In 20 19, the German federal government officially launched the "School Digitization Agreement" project, and plans to invest 500 million euros every year for the construction of school information platform in the next five years. In addition, many countries put forward the principle of "learner-centered" when formulating the evaluation standard system of digital resources, and based on "learner experience", combined with the characteristics of digital resources and the frequency of iterative updating, revised and improved the standards in time.

(3) The purpose of evaluation is to provide and share high-quality resources for teachers and students, promote educational balance, and cultivate and enhance the skills and literacy of all learners.

The United States, Canada, Britain and other countries will take ensuring the quality of resources, helping teachers to make professional judgments on the design, screening and use of learning resources, realizing the sharing of high-quality resources and providing balanced educational opportunities as their main evaluation purposes when formulating and updating evaluation standards. In particular, all learners can access digital resources smoothly, and students with reading, audio-visual and physical defects and disabilities can access digital resources without barriers. For example, according to British law, educational institutions must ensure that all learners are not prevented from fully enjoying the right to education because of physical or cognitive barriers, race, social background and gender differences. Teachers are required to use inclusive teaching methods and resources that can meet the needs of all students in the teaching process.

In addition, paying attention to cultivating learners' comprehensive skills such as digital literacy, soft power, communication ability, network etiquette and safety, high-order thinking ability and project management ability has become the key consideration for many countries to establish digital teaching materials and resource evaluation purposes. For example, the United States put forward the standard of "digital citizenship" to provide learners with learning experience to improve the quality of digital citizenship; Strengthen the training of higher-order thinking, especially the improvement of critical, creative and logical thinking ability. The Department of Education of British Columbia, Canada has put forward the digital literacy that K- 12 students should have, including six dimensions: using digital tools to obtain, evaluate and use information.

(d) The evaluation subjects and methods are more diverse, and the selection and adoption of evaluation standards are more diverse.

Compared with the evaluation of traditional textbooks, the evaluation subjects and methods of digital textbooks and resources in many countries are more diverse and rich. The evaluation subjects are managers, educational technology experts, subject experts and users. Different disciplines pay different attention to them. For example, managers focus on evaluating the systematicness, richness, organization, accuracy, efficiency, safety and stability of resources, while users pay more attention to whether resources are interesting, practical, humanized, easy to operate and cost-effective. Evaluation methods mainly include metadata analysis, qualitative and quantitative combination, online and offline evaluation, network measurement, network link analysis and so on.

Some countries (such as the United States) do not require uniform evaluation standards and tools throughout the country, but allow schools in various States to select or develop evaluation standards and tools in various ways according to local conditions. There are three main ways: one is to select some indicators from the relevant standards promulgated by the state as the main evaluation indicators, and add 1-3 other indicators to give them grades to form an evaluation tool. The second is to directly adopt ready-made evaluation criteria, such as the Open Education Resources Evaluation Gauge developed by the nonprofit organization Achieve. Third, the state government cooperates with universities or third-party evaluation agencies to jointly develop evaluation standards and tools that can meet the needs of the region.

(5) Evaluation theory emphasizes data-driven, learning analysis and constructivism.

Paying attention to the theoretical support of textbook evaluation has reached a consensus in many countries. For example, The Quality of German Textbooks: A Guide to Textbook Standards is supported by Bakhtin's speech genre theory and Vygotsky's cultural development theory. In recent years, American scholars have tried to build an evaluation framework of open teaching materials (digital resources) by using the platform of "learning analysis", that is, using the data-driven characteristics of learning analysis to obtain the data information of learners' online and offline use of open teaching materials, and to measure, collect, analyze and explain them, so as to provide evidence-based results, reports and important references for textbook developers, teachers and decision makers, thus optimizing learning and its environment, and laying the foundation for quality evaluation and iterative improvement of digital resources.

There are also some theories, such as constructivism learning theory, collaborative learning theory, emotional theory, machine learning and so on. This not only provides a theoretical basis for the development of digital teaching resources, but also supports the quality evaluation of digital resources. Especially in the formulation and interpretation of evaluation dimensions and indicators, we can find support from these theories.

(6) The design of evaluation dimensions and indicators is helpful for autonomous learning, deep learning, technical interaction and formative evaluation, and meets the needs of learners at different levels for "personalized customization".

Although the evaluation framework, dimensions and indicators of digital resources vary from country to country, some common characteristics can be found through analysis. First, the evaluation framework generally includes curriculum content evaluation, teaching design evaluation, technical support evaluation and application and management evaluation, or take these as the main dimensions. Secondly, based on the characteristics of digital resources and the rapid development of the integration of Internet and media, the evaluation dimensions and indicators emphasize providing learners with opportunities for autonomous learning and deep learning, which is conducive to cultivating learners' higher-order thinking ability and promoting the interaction between resources and learners and learning situations. Third, based on big data analysis, provide personalized learning and practice opportunities, meet the needs of "personal customization", improve the comprehensive ability to solve practical problems, and emphasize the use of formative evaluation. For example, the electronic components of German textbooks, the quality standard of electronic textbooks includes four indicators, and each indicator has a clear explanation and explanation. For example, "to what extent does the electronic textbook aim at students' corresponding abilities, interests and transcendental knowledge, and to what extent does its structure promote various possible cognitive trajectories, provide more flexible methods for each student, and provide more interactive learning space". The United States recently issued a series of online education quality standards, emphasizing that digital teaching resources should support human-computer intelligent interaction, interpersonal interaction between teachers and students, teaching behavior interaction and parents' participation interaction in terms of media form, language use and intensity, and help different groups of teachers and students adapt themselves. In Britain, the quality standards of digital learning resources emphasize the importance of formative evaluation. Explicit formative evaluation refers to the evaluation method that teachers pay attention to affirming students' behavior and ability development in the learning process and give timely feedback to students' progress in mastering knowledge and skills. The design of digital learning resources can give fast and accurate feedback on the accuracy of learning answers. It can not only help students understand what improvements they need and how to improve them, but also provide a good basis for teachers to evaluate students' progress, and even enable them to diagnose their learning behavior and push them intelligently. The open education resource evaluation scale, which is widely used in the evaluation of digital teaching materials and resources in American universities, is characterized by taking the quality of technical interaction, the quality of teaching tasks and practical activities, and the opportunity to provide deep learning as important evaluation indicators. It is clearly pointed out that digital teaching resources should provide practical activities aimed at practicing and strengthening certain skills and knowledge. Its purpose is to deepen the understanding of the theme, master the basic techniques and processes, help encourage learners to invest in at least one deep learning skill, and involve interdisciplinary evaluation.

It should be emphasized that in order to ensure and improve the overall quality of national online education, it is necessary to consider the online education project, curriculum, teaching and resource quality standard guarantee system as a whole. The United States recently released a series of latest national online education quality standards system in K- 12 stage, including national online education project quality standards, national online course quality standards and national online teaching quality standards.

The research shows that the research of digital teaching materials and resources in China started late, lacked depth, and focused on teaching, technology and applied research, showing the characteristics of practice first and theory lagging behind. At present, the development, use and management of digital teaching resources in China are insufficient in policies and regulations, laws and regulations, standard system and evaluation and supervision. Therefore, it is necessary to keep up with the international frontier, construct and improve the evaluation standards of digital teaching materials and resources in China, and explore countermeasures and suggestions to strengthen the construction and management of digital teaching materials and resources in China.

2

Constructing and perfecting the evaluation standard of digital teaching material resources in China

According to the development status and international development trend of digital teaching materials resources in China, this paper tries to put forward the starting point of "basing on our own country and looking at the world", paying attention to the comprehensive, scientific, concise and logical design concept, the goal of fairness, sharing and facing all learners, the theoretical support of constructivism, learning analysis and machine learning, and the unique characteristics of digital resources centered on students' learning experience and based on all-media, deep interaction and experience. With the characteristics of emphasizing high-level ability, accessibility, individuality and formative evaluation, the evaluation standard of teaching material resources in China is initially constructed (as shown in table 1). It consists of main dimensions, evaluation indexes and coincidence degree. The main dimensions include seven aspects: content, teaching, technical design, evaluation, providing deep learning opportunities, accessibility and practicality, and safety; Each dimension contains a number of specific indicators and conformity evaluation, trying to reflect the comprehensive, concise, reasonable and operational characteristics, aiming at providing reference for improving and perfecting the quality evaluation and management of digital teaching materials and resources in China.

three

Countermeasures and suggestions on strengthening the construction and management of digital teaching materials resources in China

(1) Establish the concept of "big textbooks", coordinate the construction and management of traditional textbooks and digital textbooks, and supplement and improve the planning and management measures for textbook construction in primary and secondary schools nationwide.

The development of educational informatization in China has entered the era of 2.0. Under the background of building an educational power and accelerating the modernization of education, it is necessary to update and supplement the concept of "teaching materials", establish the concept of "big teaching materials", and coordinate the construction and management of traditional teaching materials and digital teaching materials. First, based on the planning, construction and management of national textbooks and the cultivation of innovative talents, we should do a good job in the overall planning and top-level design of digital textbooks and resources in primary and secondary schools in China from the guiding ideology, basic principles, construction objectives, key tasks and implementation guarantees, and complete the national textbook construction plan; The second is to formulate digital teaching materials and resource management measures from the dimensions of development and design, quality requirements, technical support, evaluation and selection, service renewal and safeguard supervision, as the fifth "Measures" supporting the Plan; Third, according to different teaching material management methods, further refine the corresponding teaching material review or evaluation standards, weave a "standard" grid, and fill shortcomings and plug loopholes in time. This will help to realize the integrity, scientificity, standardization and refinement of teaching material system construction in China.

(two) the establishment of digital teaching materials and resources construction quality standard system, improve the management system and mechanism.

In order to ensure the quality of digital teaching materials and resources construction, it is necessary to formulate relevant laws, regulations and policies, and establish the quality standard system and management mechanism of digital teaching materials and resources as soon as possible. According to the characteristics and types of digital teaching materials and resources, a quality standard system can be established. It mainly includes evaluation standards, selection standards, barrier-free access standards, learner data privacy protection standards, intellectual property rights and copyright protection, authorization and licensing standards, access and monitoring, related technical standards and related network security standards. Under the guidance of China's characteristic information-based teaching innovation theory, based on six core theories, namely, creative thinking theory, new constructivism theory, deep integration theory, new teaching design theory with equal emphasis on learning and teaching, new theory of children's thinking development and language awareness theory, an all-round, multi-dimensional and three-dimensional online learning project, curriculum, teaching and resource quality evaluation standard system can be constructed, and the quality of online education in China can be improved as a whole.

In improving the system and mechanism of digital teaching materials and resource management, it is necessary to clarify who will manage, what and how. We can consider adopting a three-level management model of state, local and college to clarify the responsibilities, rights and obligations of all levels. It is suggested that the existing teaching material management methods should be combined with the actual situation and trend of digital resources construction and development in various places, and formulated on the basis of full investigation and in-depth research. Include how to diagnose, monitor and feedback that planning, development, design, application, management, evaluation, maintenance and update of digital teaching materials and resources. At the same time, the methods, strategies and procedures of digital resources, online courses and teaching quality evaluation are clarified. In view of the development of information technology, the speed of iterative updating of network resources and the ever-changing demand for use, it is suggested to establish a dynamic management mechanism, adjust, improve and perfect evaluation indicators and management monitoring methods in time to ensure the scientific, normative and effective management of digital teaching materials resources.

(3) Cross-border cooperation and innovation teams, and strive to improve the professional level of digital teaching materials and resource construction teams.

It is suggested that we should concentrate our efforts on the establishment of professional teams such as policy making, academic research, resource development and management, and teaching practice at the national level to ensure the healthy and sustainable development of digital teaching material resources construction in China. Provinces (autonomous regions and municipalities directly under the central government) and universities can build their own professional teams according to actual conditions. Teams at all levels can regularly carry out various forms of learning, training, communication and sharing according to the needs of daily work and special tasks, and constantly improve the team's execution. The formation of the team can be considered: in terms of industry, it should involve education, publishing, computer, information technology, media, news and other fields; From the perspective of personnel composition, it is necessary to attract professionals such as administrative management, educational research, teaching management, textbook development, editing and publishing, network design, operation and maintenance, information technology, artificial intelligence, and big data analysis; From the functional subdivision, it is necessary to set up a top-level design team, a content planning team, a technical support team, a quality evaluation team and a maintenance monitoring team. Team members need to have basic information technology literacy and related professional literacy. By updating relevant knowledge in time, they can understand and master the latest progress and achievements of foreign theories and practices in related fields, so as to improve their abilities and innovate their working modes. It is suggested to make full use of the advantages of universities and professional training institutions, offer relevant professional courses, organize graded training, and issue relevant certificates and qualifications. At the same time, improve the incentive mechanism and cultivate more leading talents in digital teaching materials and resource development and management.

To do a good job in the construction of teaching materials system, we need to strengthen the construction and management of digital teaching materials and resources from the height of national strategy, talent training and international competition, set up major projects, play a leading and exemplary role, increase financial input, advocate cross-border cooperation, and work together to break through and solve key and difficult problems. Reduce the construction of low-quality and repetitive digital resources, pursue high-quality, unique and original resource development and design, and jointly build and share high-quality resources. While reflecting the national will and national spirit, we should closely follow the main line of casting souls and educating people, gather the strength of all parties, comprehensively improve the scientific, standardized, refined and international level of the construction and management of various teaching materials, and strive to build a teaching material power.

Source: Curriculum, Textbook and Teaching Method No.5 202 1.

Author | Hu Jun (Associate Research Fellow, China Academy of Educational Sciences)