当前，我国培智学校的生源结构由于随班就读这一教育形式的产生发生了改变，越来越多中、重度儿童进入培智学校进行学习，但复杂化的障碍类型和障碍程度也使培智学校的课堂教学遇到困难和挑战。我国针对培智学校课堂教学有效性的讨论一直备受关注，而随着培智学校生源、教学形式等多方面的变化，培智学校课堂教学有效性也需要得到重新审视。在当今数字化全面推进的时代，教育数字化也成为教育领域广受关注的话题。特殊教育事业作为基础教育的重要组成部分，特殊教育的数字化是建设高质量教育体系必不可少的一环。在数字化改革的环境下，数字技术在赋能培智学校课堂有效性方面也发挥着其独到的作用。
在此背景下，本研究基于符号互动理论和建构主义理论，以培智学校为研究田野，采用质性研究的范式，运用访谈法、观察法和实物资料收集法对当前数字技术对培智学校课堂教学有效性的赋能进行深入研究。在研究过程中，研究者以当前数字技术赋能培智学校课堂教学有效性面临的问题为起点，深入探讨数字技术赋能培智学校课堂教学有效性的方式，探究数字技术赋能培智学校课堂教学有效性的效果。
通过为期三个月的田野考察，本研究的主要结论如下：
首先，数字技术应用于健翔学校课堂教学的过程经历了以下几个阶段：最
初基于现实需求的展开数字化的发展；在数字技术应用的开展中，新技术与旧的教学思想产生冲突，推进缓慢；在疫情的推动下，被动突破当前教学困境，投入大量数字技术的应用；最后总结数字技术应用经验，完善数字资源平台，形成特有的数字化教学模式。
其次，数字技术在赋能培智学校课堂教学有效性的实施中，主要通过教学扩容、空间扩展、教学分层和自主学习的方式对培智学校课堂的教学进行赋能。在符号互动的理论下，数字技术为课堂教学符号这一媒介的解读提供了丰富多样的形式；通过数字技术创设教学情境，为学生在有限的教室空间里创设生活化的教学情境，提供真实的、具有多感官刺激的学习体验；数字技术的功能补偿和吸引力有效促进了课堂中教师和学生的互动，使教学活动能够得到良好的展开。
通过数字技术的对培智学校课堂教学的赋能，培智学校课堂中学生的参与和学生的全面发展得到了有效的提升。数字技术对培智学生的吸引将培智学生的注意力留在课堂当中，提高了学生的外显参与，使教师能够及时了解培智学生对知识理解、吸收的程度，从而进行课堂教学方式和内容的及时调整。同时，内隐参与也能够帮助培智儿童进行学科知识的有意义学习和知识的建构。在学生的发展方面，数字技术不仅能够为培智学生的学科知识学习提供支撑，同时也能够有效推动学生的全面发展，使学生得到持续的、终身的教育。
结合研究结论，为了进一步促进数字技术赋能培智学校课堂教学有效性，应当首先通过系统化的培训增强教师数字理念，提高教师数字技术应用的能力；其次要精准把握学生的特征，使数字技术能够精准应用于学生的个性化教育；最后要进行极简技术的开发，加强家校等多主体的协同合作，使数字技术能够在学校教育、家庭教育中得到贯通应用。

Currently, the enrollment structure of special education schools in China has changed due to the emergence of the educational form of inclusive classrooms, with  more and more children with moderate to severe disabilities entering these schools for  learning. However, the complexity of the types and degrees of disabilities has also  brought difficulties and challenges to classroom teaching in special education schools.  The discussion on the effectiveness of classroom teaching in special education has  always attracted much attention in China, and with the changes in the enrollment and teaching forms of special education schools, the effectiveness of classroom teaching  also needs to be re-examined. In the era of comprehensive digitalization, digital  education has become a topic of widespread concern in the field of education. As an  important part of basic education, the digitization of special education is an  indispensable link in building a high-quality education system. Under the  environment of digital reform, digital technology also plays a unique role in enabling  the effectiveness of classroom teaching in special education. 
Against this backdrop, this study, based on Symbolic Interactionism and Constructivism, takes special education schools as the research field and adopts a qualitative research paradigm. It employs methods such as interviews, observations, and material collection to conduct an in-depth study on the current enabling role of digital technology in enhancing the effectiveness of classroom teaching in special education. Starting from the current problems faced by digital technology in enabling the effectiveness of classroom teaching in special education, the researcher delves into the ways and effects of digital technology in enhancing the effectiveness of classroom teaching in special education. 
Through a three-month field study, the main conclusions of this research are as  follows: 
Firstly, the application of digital technology in classroom teaching in Jianxiang School has undergone several stages: initially, the development of digitization based on practical needs; during the application of digital technology, conflicts arose between new technologies and old teaching ideologies, leading to slow progress; driven by the pandemic, passive breakthroughs were made in the current teaching dilemma, with a significant investment in digital technology; finally, experiences in the application of digital technology were summarized, digital resource platforms were improved, and a unique digital teaching model was formed. 
Secondly, in enabling the effectiveness of classroom teaching in special education, digital technology primarily empowers it through teaching expansion, spatial expansion, teaching stratification, and autonomous learning. Under the framework of Symbolic Interactionism, digital technology provides a rich and diverse interpretation of classroom teaching symbols as a medium; it creates teaching scenarios through digital technology, providing students with authentic and multi- sensory learning experiences in a limited classroom space; the functional compensation and attractiveness of digital technology effectively promote teacher- student interaction in the classroom, enabling smooth teaching activities. 
Through the enabling role of digital technology in classroom teaching in special education, the participation and overall development of students in these classrooms have been effectively enhanced. The attraction of digital technology keeps the attention of students with intellectual disabilities in the classroom, increasing their explicit participation and enabling teachers to promptly understand the extent of their understanding and absorption of knowledge, thereby adjusting teaching methods and content in a timely manner. At the same time, implicit participation also helps children with intellectual disabilities engage in meaningful learning and knowledge construction in academic subjects. In terms of student development, digital technology not only supports the academic learning of students with intellectual disabilities but also effectively promotes their overall development, enabling them to receive continuous and lifelong education. 
Based on the research findings, to further enhance the effectiveness of digital technology in enabling classroom teaching in special education, it is necessary to first strengthen teachers' digital literacy and improve their ability to apply digital technology through systematic training; secondly, it is important to accurately grasp the characteristics of students so that digital technology can be precisely applied to personalized education; finally, the development of minimalist technology should be pursued, and collaboration among multiple entities such as schools and families should be strengthened to enable the seamless application of digital technology in school and home education.