中国电化教育

随着人工智能、虚拟现实、5G等新兴技术不断成熟，智慧课堂从技术与教学的“整合”向“深度融合”转变，实现课堂教学生态重构。因此，有必要把智慧课堂作为一个生态系统，用生态学的思维重新审视技术赋能智慧课堂的内涵及发展特点，分析智慧课堂教学生态体系的构成要素及其运行机制。该文将过去十多年技术赋能的智慧课堂发展历程划分为起步探索(辅助性支撑应用)、快速形成(适应性整合应用)和生态重塑(系统性融合应用)三个阶段；基于智能时代对智慧课堂内涵理解的统一性，从生态学视角阐释了智慧课堂“转识为智”“智能高效”的基本理念和“促进智慧发展”的核心追求；详细阐述了智慧课堂教学生态系统的内涵特征、动力机制和体系构成；并对智慧课堂“一体化”实践应用范式进行了分析探讨。该文为一线教师和研究者把握智能技术赋能智慧课堂生态发展规律和实现路径，开展智慧课堂研究与实践提供了参考。

With the continuous maturity of emerging technologies such as artificial intelligence, virtual reality, and 5G, smart classrooms have transformed from “integration” of technology and teaching to “deep integration”, realizing the ecological reconstruction of classroom teaching. Therefore, it is necessary to take the smart classroom as an ecosystem, re-examine the connotation and development characteristics of the technology-enabled smart classroom with ecological thinking, and analyze the components and operation mechanism of the smart classroom teaching ecosystem. This paper divides the development process of smart classroom empowered by technology in the past ten years into three stages: initial exploration(auxiliary support application),rapid formation(adaptive integrated application) and ecological remodeling(systematic integrated application). The unity of the era's understanding of the connotation of smart classrooms, from the perspective of ecology, explains the basic concepts of “transformation of knowledge into wisdom” and “intelligence and efficiency” and the core pursuit of “promoting the development of wisdom” in smart classrooms; The connotation characteristics, dynamic mechanism and system composition; and the “integration” practical application paradigm of smart classroom is analyzed and discussed. This paper provides a reference for front-line teachers and researchers to grasp the ecological development law and realization path of smart classroom empowered by intelligent technology,and carry out research and practice of smart classroom.