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信息技术革命与教育教学变革:反思与展望

阎光才

阎光才. 信息技术革命与教育教学变革:反思与展望[J]. 华东师范大学学报(教育科学版), 2021, 39(7): 1-15. doi: 10.16382/j.cnki.1000-5560.2021.07.001
引用本文: 阎光才. 信息技术革命与教育教学变革:反思与展望[J]. 华东师范大学学报(教育科学版), 2021, 39(7): 1-15. doi: 10.16382/j.cnki.1000-5560.2021.07.001
Yan Guangcai. Information Technology Revolution and School Education Reform: Reflection and Prospect[J]. Journal of East China Normal University (Educational Sciences), 2021, 39(7): 1-15. doi: 10.16382/j.cnki.1000-5560.2021.07.001
Citation: Yan Guangcai. Information Technology Revolution and School Education Reform: Reflection and Prospect[J]. Journal of East China Normal University (Educational Sciences), 2021, 39(7): 1-15. doi: 10.16382/j.cnki.1000-5560.2021.07.001

信息技术革命与教育教学变革:反思与展望

doi: 10.16382/j.cnki.1000-5560.2021.07.001
基金项目: 国家自然科学基金面上项目“高水平大学教师的职业压力、学术激情与活力研究”(71774055);文化名家暨“四个一批”人才工程资助项目“基于学生与学习变化的大学教师教与学的变革”

Information Technology Revolution and School Education Reform: Reflection and Prospect

  • 摘要: 2020年突如其来的一场疫情,引起人们对教育信息技术的空前关注。从历史的角度看,技术进展与学校教育教学之间的确存在互动关系,技术在推动教育教学形式和方法变革的同时,又不断地基于教育的社会需求寻获发展空间,但技术从未在根本上动摇教育教学中师生对话的关系构型。当代信息技术所具有的某些特性,赋予人们解构乃至颠覆所有传统模式的期待,然而它的效果并不如预期。至少在当前和可见的未来,信息技术革命未必能够带来一场教育学的革命。因为导致现代教育各种悖论和困境的主因是由外在社会结构决定的教育体制化逻辑,技术并不必然表现为一种解放性的力量,它可能促成教育既有功能的放大与内卷化,也可能带来教育固有价值属性的衰减和异化。因此,对于技术应用于教育需要持有开放而又谨慎的乐观。
  • 表  1  工业社会与信息社会中教与学理论的差异

    维度传统教与学理论模式新的教与学理论模式
    主动学习 教师安排活动 学习者自己决定活动安排
    大班教学 小组
    活动变化少 不同的活动安排
    进度按计划 进度由学习者掌控
    合作学习 无合作 团队工作
    群体具有同质性 群体具有异质性
    个人应对 彼此支持
    创造性学习 复制性学习 创生性学习
    根据已知解决问题 寻求解决问题的新方案
    整合性学习 理论脱离实践 理论与实践融合
    单独科目 重视科目之间的联系
    学科为本 主题
    一位教师 教师团队
    评价性学习 教师主导 学生主导
    终结性 诊断性
      注:转引自Victoria L. Tinio:ICT in Education,2003.
    下载: 导出CSV
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  • 刊出日期:  2021-07-01

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