| 白艳维，陈佩琳，吴淑芬，丁艳红，吴凡.乡村幼儿园数字化美育的影响因素及改进策略[J].陕西学前师范学院学报,2025,41(2):1-9 |
| 乡村幼儿园数字化美育的影响因素及改进策略 |
| Influencing Factors and Improvement Strategies of Digital Aesthetic Education in Rural Kindergartens |
| 投稿时间：2024-11-08 修订日期：2024-12-02 |
| DOI：10. 11995/j. issn. 2095-770X. 2025. 02. 001 |
| 中文关键词: 学前教育 乡村幼儿园 数字化美育 家园社共育 扎根理论 |
| 英文关键词: preschool education rural kindergarten digital aesthetic education home-school-communitysynergy grounded theory |
| 基金项目:浙江省教育科学规划课题（2023GF034）；浙江省教育厅科研项目（Y202250646）；浙江省哲学社会科学年度规划课题（23NDJC441YBM）；浙江省十四五教改项目（jg20230017）；浙江省教育厅科研项目（Y202353257） |
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| 中文摘要: |
| 乡村幼儿园数字化美育实施受多种因素的影响，厘清乡村幼儿园数字化美育的影响因素，对于普及乡村数字化教育和提升乡村幼儿园的教育质量具有重要作用。运用扎根理论，以宁波市乡村幼儿园为例，对乡村幼儿园美育及数字化教育等方面的文本资料及相关人员访谈资料进行编码分析，构建乡村幼儿园数字化美育的影响因素理论模型。研究发现：乡村幼儿园数字化美育受数字化美育制度、数字化美育资源及数字化美育素养三个方面的影响。其中，乡村数字化美育制度是乡村幼儿园数字化美育资源开发与乡村幼儿园师资数字化素养提升的前提，也是影响乡村幼儿园数字化美育的主要因素；乡村幼儿园数字化美育资源是乡村幼儿园数字化美育实施的基础，乡村幼儿园师资数字化素养是影响乡村幼儿园数字化美育的关键因素，两者互相影响，共同促进乡村幼儿园数字化美育的实施。针对分析结果，提出建立指导规范、整合本土元素、家园社协同等乡村幼儿园数字化美育实施策略。 |
| 英文摘要: |
| The implementation ofdigital aesthetic education in rural kindergartens is affected by a variety of factors,and clarifying the influencing factors of digital aesthetic education in rural kindergartens plays a critical rolein popularizing rural digital education and enhancing the quality of education in rural kindergartens. This study employs grounded theory andtakes rural kindergartens in Ningbo City as an example to conduct coding analysis on textual materials and interview data related to aesthetic and digital education in rural kindergartens, as well as to construct a theoretical model of the factors influencing digital aesthetic education in rural kindergartens. The study found that digital aesthetic education in rural kindergartens is influenced by three aspects: the digital aesthetic education system, digital aesthetic education resources, and digital aesthetic education literacy. Among them, the rural digital aesthetic education system is the prerequisite for the development of digital aesthetic education resourcesand the enhancement of rural kindergarten teachers’ digital literacy, and it is also the main factor of digital aesthetic education in rural kindergartens;the rural kindergarten digital aesthetic education resources serve as the foundation for the implementation of digital aesthetic education in rural kindergartens, and the rural kindergarten teachers’digital literacy is the key to rural kindergarten digital aesthetic education. Both of them influence each other and collaborate to promote the implementation of digital aesthetic education in rural kindergartens. Based on the analysis results, the researchers propose the implementation strategies of digital aesthetic education in rural kindergartens, such asthe establishment ofguiding standards, the integration oflocal elements, and thesynergy of home, school and community. |
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