教育城域网建设方案 本文关键词：城域网，方案，建设，教育
教育城域网建设方案 本文简介：网站设计策划平凉市教育城域网建设方案一、建设目标总体目标：以市教育局为中心，实现与甘肃省教育与科研网络中心、甘肃省现代远程教育中心、甘肃省教育信息管理中心三大中心的互联互通，对应建成平凉教育与科研网络中心、平凉远程教育中心和平凉教育信息管理中心三大中心，达到上连省教育厅，下接市直学校的目的。加速全市
教育城域网建设方案 本文内容：
网站设计策划
平凉市教育城域网建设方案
一、建设目标
总体目标：以市教育局为中心，实现与甘肃省教育与科研网络中心、甘肃省现代远程教育中心、甘肃省教育信息管理中心三大中心的互联互通，对应建成平凉教育与科研网络中心、平凉远程教育中心和平凉教育信息管理中心三大中心，达到上连省教育厅，下接市直学校的目的。加速全市教育现代化进程，实现全市教育水平提高。
二、主要功能
1.信息发布：对外发布本市教育新闻、信息、公告等。
2.电子政务：通过教育城域网，实现市、县（区）、学校公文流转和数据交换，政务公开和网上办事等。
3.资源共享：建立教育教学资源，进行资源共享共用。
4.网络教学：建立流媒体（单向或双向）授课，网上课件、教案制作系统，网上教学评估及视频会议系统。
5.考试查询：招生考试、会考报名及成绩查询系统。
6.管理服务：具有用户管理、权限管理、安全管理。
三、建设步骤
1、建设平凉教育与科研计算机网络中心（CERNET平凉中心）
在平凉教育信息中心计算机机房配置连接甘肃省教育与科研计算机网络的相关设备，建设平凉教育与科研计算机网络中心（平凉CERNET中心）。
2、建设平凉教育信息资源中心
结合平凉教育信息网网站建设，在中心机房配置连接甘肃省教育信息中心的相关网络互连设备，配置高性能、大容量的服务器系统，通过光纤和卫星宽带网接收教育信息资源，实现与省、县（区）和学校的教育资源共享、信息交流、远程教育、日常办公、公文传递、宽带视频、在线考试等功能，为平凉提供丰富的教育资源和管理平台。
3、建设平凉教育信息管理中心
在平凉市教育局建设平凉教育信息管理中心，配置相关的技术人员和管理人员对网络和教育信息资源库进行管理。
4、补充视频会议设备
现有教育系统视频会议系统，需要补充的设备见“视频会议系统补充设备清单”。
5、光纤连接市直学校
租用或铺设光纤联通市直学校与平凉市教育城域网络中心机房，形成初步的教育城域网。
四、主要设备
1、中心机房主要设备清单
序号
设备名称
型号规络
单位
数量
1
主交换机
待定
台
1
2
主服务器
待定
台
1
3
办公服务器
待定
台
1
4
网管机
待定
台
2
5
笔记本电脑
待定
台
1
6
光纤收发器
待定
对
5
7
路由器
待定
台
1
8
调制解调器
待定
台
5
9
机柜
待定
个
1
10
稳压电源
待定
台
1
11
不间断电源
待定
台
1
12
本田发电机
待定
台
1
13
空调
待定
台
2
2、软件及资源
序号
分类
选型
数量（套）
1
管理软件
待定
1
2
资源软件
待定
1
3
考试软件
待定
1
4
办公软件
待定
1
5
统计软件
待定
1
3、视频会议系统补充设备清单
序号
设备名称
型号规络
单位
数量
1
多媒体投影机
待定
台
1
2
便携式投影机
待定
台
1
3
视频展示台
待定
台
1
4
视频会议终端*
待定
套
1
5
音响系统
待定
台
1
6
录像机
待定
台
1
7
DVD影碟机
待定
台
1
8
中心控制设备
待定
套
1
9
数码相机
待定
台
1
10
网络激光打印机
待定
台
1
11
空调
待定
幅
1
12
摄像机
待定
台
1
3
[email protected]
图一：
市教育局
实验小学
电大分校
四中
平凉工业学校
五中
平凉一中
广电局
信息工程学校
平凉师范
平凉师范二部
崆
峒
路
西
西
门
坡
丰
收
北
路
巷
家
石
西
大
街
广
场
南
门
巷
街
大
东
街
舱
船
新
民
南
路
城
南
路
中
山
街
中
解
放
路
崆
峒
东
路
解
放
北
路
柳
湖
东
路
盘旋路
平凉市教育信息网络工程光纤路由图
★
市幼儿园
图二：
篇2：某广电IP城域网改造方案建议书
某广电IP城域网改造方案建议书 本文关键词：建议书，城域网，广电，改造，方案
某广电IP城域网改造方案建议书 本文简介：opinionabout,andstatementof,thetheme.Moralinferencesdrawnfrommoststories:Moralinferencesmaybedrawnfrommoststories,nodoubt,evenwhenanauthordoesnotinten
某广电IP城域网改造方案建议书 本文内容：
opinion
about,and
statement
of,the
theme.
Moral
inferences
drawn
from
most
stories:
Moral
inferences
may
be
drawn
from
most
stories,no
doubt,even
when
an
author
does
not
intend
his/her
story
to
be
read
this
way.
In
“A
Clean,Well-Lighted
Place”,we
feel
that
Hemingway
is
indirectly
giving
us
advice
for
properly
regarding
and
sympathizing
the
lonely,the
uncertain,and
the
old.
But
obviously
the
story
does
not
set
forth
a
lesson
that
we
are
supposed
to
put
into
practice.
We
can
say
for
sure
that
“A
Clean,Well-Lighted
Place”
contains
several
themes
and
other
statements
could
be
made
to
take
in
Hemingway’s
view
of
love,of
communication
between
people,of
dignity.
Great
stories,like
great
symphonies,frequently
have
more
than
one
theme.
When
we
say
that
the
title
of
Pride
and
Prejudice
conveys
the
theme
of
the
novel
or
that
Uncle
Tom’s
Cabin
and
The
Grapes
of
Wrath
treat
the
themes
of
slavery
and
migratory
labor
respectively,this
is
to
use
theme
in
a
larger
and
more
abstract
sense
than
it
is
in
our
discussion
of
Hemingway’s
“A
Clean,Well-Lighted
Place.”
In
this
larger
sense
it
is
relatively
easy
to
say
that
Mark
Twain’s
Huckleberry
Finn,Updike’s
A
(2)
the
occupations
and
daily
manner
of
living
of
the
characters;
(3)
the
time
or
period
in
which
the
action
takes
place,for
example,the
late
eighteenth
century
in
history
or
winter
of
the
year;
(4)
the
general
environment
of
the
characters,for
example,religious,mental,moral,social,and
emotional
conditions
through
which
characters
in
the
story
move.
(Holman
and
Harman,A
Handbook
to
literature,1986)
But
often,in
an
effective
story,setting
may
figure
as
more
than
mere
background.
It
can
make
things
happen.
It
can
prompt
characters
to
act,bring
them
to
realizations,or
cause
them
to
reveal
their
innermost
natures,as
we
shall
see
in
John
Cheever’s
short
story
“The
Swimmer”.
First,as
we
have
said,the
idea
of
setting
includes
the
physical
environment
of
a
story:
a
region,a
landscape,a
city,a
village,a
street,a
house—a
particular
place
or
a
series
of
places
where
a
story
occurs.
(Where
a
story
takes
place
is
sometimes
called
its
locale.)
Places
in
fiction
not
only
provide
a
location
for
an
action
or
an
event
of
the
story
but
also
provoke
feelings
in
us.
A
sight
of
a
green
field
dotted
with
fluttering
daffodils
affects
us
very
differently
from
a
sight
of
a
dingy
alley,a
tropical
jungle,or
a
small
house
crowded
with
furniture.
In
addition
to
a
sense
of
beauty
or
ugliness,we
usually
build
up
certain
associations
when
we
put
ourselves
in
such
a
scene.
We
are
depressed
by
a
dingy
alley,not
only
because
it
is
ugly,but
because
it
may
arouse
a
feeling,perhaps
sometimes
unconsciously,of
poverty,misery,violence,viciousness,and
the
struggles
of
human
beings
who
have
to
live
under
such
conditions.
A
tropical
jungle,for
example,in
Joseph
Conrad’s
Heart
of
Darkness,might
involve
a
complicated
analysis:
the
pleasure
of
the
colours
and
forms
of
vegetation,the
discomfort
of
humidity,heat,and
insects,a
sense
of
mystery,horror,etc.
The
popularity
of
Sir
Walter
Scott’s
“Waverley”
novels
is
due
in
part
to
their
evocation
of
a
romantic
mood
of
Scotland.
The
English
novelist
Graham
Greene
apparently
needed
to
visit
a
fresh
scene
in
order
to
write
a
fresh
novel.
His
ability
to
encapsulate
the
essence
of
an
exotic
setting
in
a
single
book
is
exemplified
in
The
Heart
of
the
Matter;
his
contemporary
Evelyn
Waugh
stated
that
the
West
Africa
of
that
book
replaced
the
true
remembered
West
Africa
of
his
own
experience.
Such
power
is
not
uncommon:
the
Yorkshire
moors
have
been
romanticized
because
Emily
Bronte
wrote
of
them
in
Wuthering
Heights,and
literary
tourists
have
visited
Stoke-on-Trent
in
northern
England
because
it
comprises
the
“Five
Towns”
of
Arnold
Bennet’s
novels
of
the
early
twentieth
century.
Thus,a
reader’s
reaction
to
a
place
is
not
merely
based
upon
the
way
it
looks,but
upon
the
potentialities
of
action
suggested
by
it.
Places
matter
greatly
to
many
writers.
For
instance,the
French
novelist
Balzac,before
writing
a
story
set
in
a
town,he
would
go
and
visit
that
town,select
a
few
lanes
and
houses,and
describes
them
in
detail,down
to
their
very
smells.
In
his
view
the
place
in
which
an
event
occurs
was
of
equal
moment
with
the
event
itself,and
it
has
a
part
to
play.
Another
example
is
Thomas
Hardy,under
whom
the
presentation
of
setting
assumes
an
unusual
importance.
His
“Wessex”
villages
cast
intangibly
such
as
spell
upon
the
villagers
that
once
they
leave
their
hometowns
they
will
inevitably
suffer
from
disasters,and
the
farther
they
are
away
from
their
hometowns,the
more,terrible
their
disasters
will
be.
For
example,in
the
Tess
of
the
D’Urbervilles,the
Vale
of
Blakemore
was
the
place
where
Tess
was
born
and
her
life
was
to
unfold.
Every
contour
of
the
surrounding
hills
was
as
personal
to
her
as
that
of
her
relatives’
faces;
she
loved
the
place
and
was
loved
in
the
place.
The
vale,far
from
the
madding
crowd
of
the
civilized
city,was
as
serene
and
pure
as
the
inhabitants.
Tess,imbued
deeply
with
the
natural
hue
of
the
vale
and
bound
closely
to
this
world
of
simplicity
and
seclusion,experienced
her
own
delight
and
happiness
though
her
family
was
poor.
It
was,to
some
extent,her
departure
from
her
native
place
that
led
to
her
tragedy.
In
The
Return
of
the
Native,the
atmosphere
of
Egdon
Heath
prevails
over
the
whole
book;
as
an
environment,it
absorbs
some
and
repels
others
of
the
characters:
those
who
are
absorbed
achieve
a
somber
integration
with
it,but
those
who
are
repelled
and
rebel
suffer
disaster.
Sometimes
an
environment
serves
as
more
than
a
mere
place
to
set
the
story.
Often,it
is
inextricably
entangled
with
the
protagonist,and
even
carries
strong
symbolic
meanings.
Cathy
as
an
image
of
the
feminine
personality,for
example,in
Emily
Bronte’s
Wuthering
Heights,is
not
supposed
to
possess
the
“wilderness”
characteristic
of
masculinity
and
symbolized
by
the
locales
of
Heathcliff
and
Wuthering
Heights.
In
some
fiction,setting
is
closely
bound
with
theme.
In
The
Scarlet
Letter,even
small
details
afford
powerful
hints
at
the
theme
of
the
story.
At
the
start
of
the
story,the
narrator
describes
a
colonial
jailhouse:
Before
this
ugly
edifice,and
between
it
and
the
wheeltrack
of
the
street,was
a
grass-plot,much
overgrown
with
burdock,pigweed,apple-peru,and
such
unsightly
vegetation,which
evidently
found
something
congenial
in
the
soil
that
had
so
early
borne
the
black
flower
of
civilized
society,a
prison.
But,on
one
side
of
the
portal,and
rooted
almost
at
the
threshold,was
a
wild
rosebush,covered,in
this
month
of
June,with
its
delicate
gems,which
might
be
imagined
to
offer
their
fragrance
and
fragile
beauty
to
the
prisoner
as
he
went
in,and
to
the
condemned
criminal
as
he
came
forth
to
his
doom,in
token
that
the
deep
heart
of
Nature
could
pity
and
be
kind
to
him.
Apparently,the
author
makes
a
contrast
between
the
ugly
jailhouse
with
a
tangled
grass-plot
overgrown
with
burdock
and
pigweed
and
something
as
beautiful
as
a
wild
rose.
As
the
story
unfolds,he
will
further
suggest
that
secret
sin
and
a
pretty
child
may
go
together
like
a
pigweed
and
wild
roses.
In
this
artfully
crafted
novel,setting
is
intimately
blended
with
characters,symbolism,and
theme.
In
addition
to
place,setting
may
crucially
involve
the
time
of
the
story—century,year,or
even
specific
hour.
It
may
matter
greatly
that
a
story
takes
places
in
the
morning
or
at
noon.
The
medieval
background
informs
us
differently
from
the
twentieth
century.
Kennedy
and
Gioia
note
that
in
The
Scarlet
Letter,the
nineteenth-century
author
Nathaniel
Hawthrone,utilizes
a
long
introduction
and
a
vivid
description
of
the
scene
at
a
prison
door
to
inform
us
that
the
events
in
the
story
took
place
in
the
Puritan
community
of
Boston
of
the
earlier
seventeenth
century.
This
setting,to
which
Hawthorne
pays
so
much
attention,together
with
our
schemata
concerning
Puritan
practice,helps
us
understand
what
happens
in
the
novel.
We
can
understand
to
some
extent
the
agitation
in
the
town
when
a
woman
is
accused
of
adultery,for
adultery
was
a
flagrant
defiance
of
church
for
the
God-fearing
New
England
Puritan
community,and
an
illegitimate
child
was
evidence
of
sin.
Without
information
about
the
seventeenth-century
Puritan
background,a
reader
today
may
be
perplexed
at
the
novel.
The
fact
that
the
story
in
Hawthorne’s
novel
took
place
in
a
time
remote
from
our
own
leads
us
to
expect
different
attitudes
and
customs
of
the
characters,is
strongly
suggestive
of
the
whole
society,which
is
crucial
to
an
essential
understanding
of
The
Scarlet
Letter
as
a
whole.
Besides
place
and
time,setting
may
also
include
the
weather,which,indeed,may
be
crucial
in
some
stories.
2.
Local
color
writing
/regionalism
and
the
writer,a
regional
writer.
When
setting
dominates,or
when
a
piece
of
fiction
is
written
largely
to
present
the
manners
and
customs
of
a
locality,the
writing
is
often
called
local
color
writing
or
regionalism
and
the
writer,a
regional
writer.
A
regional
writer
usually
sets
his/her
stories
in
one
geographic
area
and
tries
to
bring
it
alive
to
readers
everywhere.
Thomas
Hardy,in
his
portrayal
of
life
in
Wessex,wrote
regional
novels.
Arnold
Bennett’s
novels
of
the
“Five
Towns”
are
markedly
regional.
Willliam
Faulkner,known
as
a
distinguished
regional
writer,almost
always
set
his
novels
and
stories
in
his
native
Mississippi.
3.
The
setting
of
a
novel
is
not
always
drawn
from
a
real-life
locale.
The
setting
of
a
novel
is
not
always
drawn
from
a
real-life
locale.
Literary
artists
sometimes
prefer
to
create
the
totality
of
their
fiction—the
setting
as
well
as
characters
and
their
actions.
……
The
creation
of
setting
can
be
a
magical
fictional
gift
in
a
XX广电IP城域网改造
方案建议书
opinion
about,and
statement
of,the
theme.
Moral
inferences
drawn
from
most
stories:
Moral
inferences
may
be
drawn
from
most
stories,no
doubt,even
when
an
author
does
not
intend
his/her
story
to
be
read
this
way.
In
“A
Clean,Well-Lighted
Place”,we
feel
that
Hemingway
is
indirectly
giving
us
advice
for
properly
regarding
and
sympathizing
the
lonely,the
uncertain,and
the
old.
But
obviously
the
story
does
not
set
forth
a
lesson
that
we
are
supposed
to
put
into
practice.
We
can
say
for
sure
that
“A
Clean,Well-Lighted
Place”
contains
several
themes
and
other
statements
could
be
made
to
take
in
Hemingway’s
view
of
love,of
communication
between
people,of
dignity.
Great
stories,like
great
symphonies,frequently
have
more
than
one
theme.
When
we
say
that
the
title
of
Pride
and
Prejudice
conveys
the
theme
of
the
novel
or
that
Uncle
Tom’s
Cabin
and
The
Grapes
of
Wrath
treat
the
themes
of
slavery
and
migratory
labor
respectively,this
is
to
use
theme
in
a
larger
and
more
abstract
sense
than
it
is
in
our
discussion
of
Hemingway’s
“A
Clean,Well-Lighted
Place.”
In
this
larger
sense
it
is
relatively
easy
to
say
that
Mark
Twain’s
Huckleberry
Finn,Updike’s
A
(2)
the
occupations
and
daily
manner
of
living
of
the
characters;
(3)
the
time
or
period
in
which
the
action
takes
place,for
example,the
late
eighteenth
century
in
history
or
winter
of
the
year;
(4)
the
general
environment
of
the
characters,for
example,religious,mental,moral,social,and
emotional
conditions
through
which
characters
in
the
story
move.
(Holman
and
Harman,A
Handbook
to
literature,1986)
But
often,in
an
effective
story,setting
may
figure
as
more
than
mere
background.
It
can
make
things
happen.
It
can
prompt
characters
to
act,bring
them
to
realizations,or
cause
them
to
reveal
their
innermost
natures,as
we
shall
see
in
John
Cheever’s
short
story
“The
Swimmer”.
First,as
we
have
said,the
idea
of
setting
includes
the
physical
environment
of
a
story:
a
region,a
landscape,a
city,
篇3：泰顺县教育城域网建设方案
泰顺县教育城域网建设方案 本文关键词：泰顺县，城域网，方案，建设，教育
泰顺县教育城域网建设方案 本文简介：网站设计策划泰顺县教育城域网建设方案信息化是当今世界经济和社会发展的大趋势，在知识经济时代，信息化已成为科学发展的重要基础。互联网和多媒体技术已成为拓展人类能力的创造性工具。在信息技术快速发展的影响下，传统的教0和学的模式正在发生重大的变革，教育面临着有史以来最为严峻的考验，正是基于这样的认识，为了
泰顺县教育城域网建设方案 本文内容：
网站设计策划
泰顺县教育城域网建设方案
信息化是当今世界经济和社会发展的大趋势，在知识经济时代，信息化已成为科学发展的重要基础。互联网和多媒体技术已成为拓展人类能力的创造性工具。在信息技术快速发展的影响下，传统的教0和学的模式正在发生重大的变革，教育面临着有史以来最为严峻的考验，正是基于这样的认识，为了抢占新世纪现代教育的制高点，体现教育信息化建设的前瞻性，必须重新规划、建设泰顺县教育城域网，更好地为新课程改革服务，推动泰顺教育的跨越式发展。
教育城域网是把同一地区或同一城市内所有学校、研究机构、本地的教育机构通过网络互联，使教育资源整合、开放、共享，达到整体信息化的集成运用的宽带网络。主要作用就是将本地区的教育机构全部联到网络中，最终形成一个区域性的互联、互动、信息交换、资源共享和远程教育的基础构架。
随着信息技术在社会大规模的应用，教育部门对信息的需求量越来越大、交换的及时性不断加强；并且很多学校都建立了自己内部的校园网、在内部实现了信息的共享；但是学校间、学校和教育研究单位之间大多数还没有连在一起；因此教育城域网将会有较大规模发展。
一、建设目标
完善泰顺县城域教育网。继续建设并完善泰顺县教育网络中心平台，上连温州市教育网，下连各校园网，构建覆盖全县中小学、职业技术学校、各类成人教育机构的城域网。从2007年开始将建立连接全县中学及乡一级学校建成教育城域网，两年内达到95%以上的学校实现学校与学校、学校与网络中心的网络系统的互联互通。
建设教育资源库。建设教育局主页和各级各类学校网站，积极推进我县学科教学资源库、师生基础数据库和校产管理数据库建设，形成共建共享与全市教育信息化发展相适应的教育教学资源建设和管理体系。
二、建设原则
（一）先进性。城域网络中应体现当前网络最先进及成熟的技术，应有先进水平的网络设备与计算机系统以适应计算机网络的发展。这样可以使网络能在建成后较长时间不落后，更长时间可用，从而具有强大的生命力。
（二）实用性。城域网络主要是为应用要求而建设，满足应用要求为设计网络的主要目标。
（三）兼容性。因为网络工程规模与投资大，要满足分步实施、不断扩展的要求，不断发展、更新，要能在保护已有设备投资的情况下升级到性能更高的网络结构。
（四）安全性。只有确保所有教育资源和管理信息的安全，才能实现教育城域网的正常运行，网络的安全需求主要体现在以下几个方面：数据安全需求，整个网络系统要有防病毒的能力，对于重要的数据和核心的应用服务要有完善可靠的加密和备份机制；系统安全需求，能够防止网络“黑客”非法入侵、破坏和非授权访问。
三、主要任务
把泰顺县网络中心建设成为集网络管理中心、网络教育教学中心、教育管理基础数据中心、教育资源中心、教育信息交流中心、远程教育中心、网上教师培训中心、对外发布中心于一体的数据中心和应用平台。
建设各学校的校园网，将各个学校全部与教育信息网互连，并经教育局统一出口。通过建立城市教育信息网，实施校园网工程，
培训网管人员和实用人员，加速实现办公现代化，充分提高工作效率。构筑学习型的社会，为泰顺的基础教育、职业教育、成人教育和教师的继续教育培训提供最好的网络学习环境。
建成后的泰顺县教育城域网的网络系统，应具备以下典型的网络功能和服务：网络的可靠性、网络服务质量保证（QoS）、可扩展性、网络的安全性服务、网络管理服务、实现内、外网科学隔离、在网上可为泰顺各学校提供广泛的教学资源和数据共享、网络远程教学、网络会议、网上备课、电子邮件、FTP、网络论坛、网络图书馆、网络电话（IP电话）等在内的功能），可为各用户提供多种访问形式，实现泰顺县内各学校之间的信息资源、教学资源、设备资源的安全可靠的共享。
教育城域网中心与校园网职能
1、教育城域网中心职能
城域教育网平台是网络管理中心、网络教育教学中心、教育管理基础数据中心、教育资源中心、教育信息交流中心、远程教育中心、网上教师培训中心、对外发布中心于一体的数据中心和应用平台。也是学校接入教育网的平台，是连接学校与教育网的桥梁。并对信息资源、数据流量进行管理，积极开展网上教育教学应用，发挥网络优势和功能，能及时对学校的网络安全提供有效的防范措施。
教育城域网中心结构图
2、校园网职能
①教务、行政管理；
②教师备课、教学、科研；
③学生网上学习；
④内外交流。
教育城域网建设重点：
1、泰顺教育城域网：泰顺县城域教育网是以泰顺县教育网络中心平台为核心，上连温州市教育网，下连各校园网，覆盖全市中小学、职业技术学校、各类成人教育机构的城域网，我县教育系统的自公自动化系统、网上资源库、电子备课等应用全部运行在教育城域网上，教育城域网是我县教育信息化的基础。
2、泰顺教育网门户网站系统：泰顺教育网作为我县的教育门户网站，是我县最主要的教育外宣，也是我县教育工作者进行信息交流、信息获取的主要平台。作为教育公众网的信息服务平台，作为一个面向社会、学校和广大师生家长的一个对外窗口，泰顺教育网在内容和形式上要充分体现泰顺县教域网的特色，成为对外展示泰顺教育信息化建设成果、发布教育信息的重要窗口，能够及时公布国家、省和当地教育方针、政策和其他相关信息。
3、办公自动化系统：建成后的办公自动化系统将我县教育系统内实现无纸化办公。教育城域网系统应该能够为教育管理人员提供服务，因此我们在建设规划中提供了行政办公系统，为教育局的行政办公提供支持。行政办公作为进行教育领域日常事务处理、公文流转、办文、办事、办会的重要系统，将贯穿县教育局和学校，成为各个层面用户进行行政办公的重要平台。
4、教学资源库：建立我县教育资源库，为一线教师提供服务为了满足泰顺教育局对各中小学校教育资源整合的迫切需求，我们在建设中要并整合多媒体教学资源、基础教育知识库以及电子图书馆系统等各类资源。在各中小学逐步建立校园网的基础上，以教育信息网络中心为核心的城域网络，通过教育资源库系统实现教育资源的整合与共享。让各学校可以通过网络交流发挥各校的优势，全面提高全市的整体教育水平。
5、建设教育网的安全体系：根据国家信息安全保障体系框架，与网络建设同步规划，充分利用认证、访问控制、加密、入侵检测和审计等安全技术，按照需求提供多层次的安全何密和防范功能，逐步建立应急处理和数据灾难备份系统，确保网络和信息的安全。
四、组织实施
1、教育信息化领导小组全面负责管理指导泰顺县城域教育网的建设。
2、教育局每年从教育信息费中抽取每生10元用于泰顺县城域教育网信道、资源库等建设。
3、设立网络中心，配备2-3名专职网络技术人员及若干兼职技术人员，配置一个面积16m2以上中心机房，网络中心主任由仪器站副站长兼任，具体负责网络中心管理与教育网发展规划建设工作。
五、实施步骤
第一期：2007年内建成泰顺县城域教育网第一期工程。
第二期：2008年内完成泰顺县城域教育网第二期工程。
泰顺城域教育网第一、二期工程软硬件配置方案见附件2，县教育局设立专项经费用于网络中心建设。
第三期：2010年底，90%以上学校建成不同标准的校园网，具体标准另定。
附件：泰顺城域教育网软硬件配置方案
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