| The supply of digital resources is a key aspect of the use of the Three-subject unified textbooks by teachers and students in ethnic areas,a reflection of the spirit of “textbook construction is a national affair”,and an effective means of promoting the high-quality development of ethnic education.At present,the Bureau of Teaching Materials of the Ministry of Education has paid great attention to the construction of digital resources to support the teaching materials of the three subjects,and has put forward new requirements for the construction of digital resources for the teaching materials of the three subjects from the top level of design.In order to achieve high-quality use of the Three-subject unified textbooks in ethnic areas,high-quality and high-level digital resources are objectively needed to support them.However,in reality,there is a mismatch between the supply and demand of digital resources,and the content of the resources does not match the cognitive level of teachers and students,making it difficult for teachers in ethnic areas to find suitable teaching resources.Based on this,in order to explore the feasible paths of adapting the supply and demand of digital resources for the three subjects in ethnic areas,and to help teachers and students in ethnic areas make good use of the three subjects,this study adheres to the value concept of adapting supply and demand and effective teaching,follows the logical idea of combining theoretical reflection and empirical investigation,explores the practical patterns and influencing factors of adapting the supply and demand of digital resources for the three subjects in ethnic areas,and then proposes effective strategies to improve the supply and demand of the three subjects in ethnic areas.In this paper,we explore the practical patterns and factors influencing the supply and demand of digital resources in ethnic areas,and then propose effective strategies to improve the supply and demand of digital resources in ethnic areas,with a view to maximizing the benefits of the education of the three subjects.Firstly,a literature analysis was conducted to clarify the logic of the relationship between the use of the three subjects’ unified textbooks and the supply of digital resources.Secondly,a field study was conducted in Guangxi and Inner Mongolia,using a combination of questionnaires,interviews and observations to investigate the real situation of the application of digital resources in the classrooms of the three subjects.A total of 4,139 valid teacher questionnaires were collected,and the sample data were examined and analyzed using SPSS26.0 analysis software.58 interviews were collected from teachers,school leaders and resource developers of the three subjects,and 35 interviews were conducted with individual students,in order to analyze the overall situation of the supply of digital resources in the three subjects and the problems that existed in the process of teachers’ use.400 minutes of classroom observation of the three subjects were conducted in the field.We also participated in the teaching practice of the three subjects once,and observed the classroom of the three subjects for 1,600 minutes and two teaching competitions of the three subjects online,in order to collect typical cases and materials of the application of digital resources of the three subjects.The study found that the supply of digital resources for the three subjects in ethnic areas has gradually become a system,including two types of general-purpose and specialpurpose models,and has gradually formed a multi-level,multi-platform and multi-subject supply pattern,which provides the possibility for the implementation of the three subjects in ethnic areas.However,the dilemma of low adaptability between the supply of digital resources and the teaching needs of the three subjects in ethnic areas still exists,which to a certain extent restricts the improvement of the quality of teaching of the three subjects.The contradictions between the two are as follows: Firstly,there is a conflict between the richness of digital resources and the ease of use of the platform resources,and it’s relatively difficult for teachers to obtain adapted digital resources.Secondly,there is a certain contradiction between the fragmented supply of digital resources and the systematic nature of the three subjects’ knowledge,which has to a certain extent weakened the permeability of the knowledge of the three unified textbooks,and the resources used for teaching the three subjects’ knowledge are messy and scattered,further causing the effect of the three unified textbooks in casting the soul and educating people to be greatly reduced.Thirdly,the existing digital resources are less coordinated with the acceptability of students in ethnic areas,and do not fully take into account the objective existence of differences among student groups.Fourthly,the existing digital resources cannot effectively meet the diversified teaching needs of teachers of the three subjects,and the degree of adaptation to the teaching ideas of teachers of the three subjects needs to be improved.Fifthly,the existing digital resources do not fully meet the needs of teaching evaluation in ethnic areas,and there is a lack of adapted after-school evaluation resources.This study concludes that the dilemma of supplying and adapting digital resources to the teaching of the three subjects in ethnic areas is the result of the joint action of multiple subjects and factors,and that the approach of improving the supply and demand of digital resources for the three subjects from the perspective of one subject alone has little effect.At the level of resource management,it is necessary to strengthen the cooperation among all subjects,clarify the responsibilities and functions of each subject,and establish a complete system for guaranteeing the supply of digital resources,including a system for co-construction,audit and sharing of resources.At the level of resource supply,attention should be paid to the development of new resources adapted to the teaching needs of ethnic areas,and the content of digital resource supply should be improved with the real needs of teachers and students of the three subjects as the core.Attention should be paid to the integration and development of digital resources in the context of the teaching culture of ethnic areas,the cultural resources in ethnic areas should be transformed into teaching resources of the three subjects,and school-based resource libraries should be built,so as to improve the degree of adaptability.At the level of resource use,teachers’ ability to integrate and generate digital resources should be enhanced,the actual teaching needs of the three subjects should drive the reform of the supply side of digital resources,and digital resources should be “secondary developed”according to the characteristics of schools and teachers and students in ethnic areas,with emphasis on cultivating teachers’ cross-cultural understanding and the basic skills of“localization” of digital resources.The focus is on developing teachers’ cross-cultural understanding and basic skills in the “localization” of digital resources,enhancing teachers’ sense of participation and making them the most productive force in the supply of quality teaching resources.On this basis,the supply of quality digital resources will be used to meet the teaching needs of teachers and students in ethnic areas,improve the effectiveness of the teaching of the three subjects in the unified textbooks,and implement the national will,thus promoting the high-quality development of education in ethnic areas. |
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