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学习空间如何有效赋能教学数字化转型是当前国际教育领域关注的热点议题，但当前空间赋能陷入了场所论、资源论和工具论误区。该文首先梳理了三种误区的具体表征及其不良后果；其次，主要采用文献研究法，追溯相关研究发现诱发赋能误区的核心原因在于，赋能主体及其主体责任不清，并指出相较“技术赋能”的要素赋能观，“空间赋能”的系统赋能观更有助于推动教学数字化转型；最后，主要采用逻辑思辨法，以学习空间的双重属性和“五维学习设计”为学理构建了空间赋能教学的底层逻辑与实践逻辑，进而聚焦学习场所、学习资源、教学展屏、基础设施、通路式工具、展示区工具六大赋能施力点和场景、标效、内容、互动、过程、决策六大受力点，构建了促进空间走出赋能教学数字化转型误区的实践进路。以期本文能够为教师有效应用学习空间开展数字化教学提供参考。
Abstract：How to effectively empower the digital transformation of teaching through learning space is a hot topic in the current international education arena. However, the current empowerment of the digital transformation of teaching through learning space has fallen into the fallacies of place theory, resource theory, and tool theory. This article firstly examines the specific manifestations and adverse consequences of these three fallacies. Secondly, primarily through literature research, it traces the core reasons behind the emergence of empowerment fallacies to the unclear empowering subjects and their responsibilities. It suggests that compared to the elemental empowerment perspective of “technological empowerment,” the systematic empowerment perspective of “spatial empowerment” is more conducive to driving the digital transformation of teaching. Lastly, employing logical reasoning, the article establishes the underlying and practical logics of spatial empowerment in teaching, based on the dual attributes of learning space and the concept of “five-dimensional learning design.” It then focuses on six major empowerment points: learning place, learning resources, teaching display screens, infrastructure, pathway-style tools, and display area tools, as well as six major points of empowerment influence: scene, standards, content, interaction, processes, and decision-making,constructing a practical pathway to guide spaces out of the fallacies of empowering the digital transformation of teaching. The aim is for this article to provide theoretical reference for teachers to effectively apply learning spaces to conduct digital teaching.
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基本信息:
中图分类号:G434
引用信息:
[1]景玉慧,余城青,王培均,等.学习空间赋能教学数字化转型的误区与进路——兼论空间与技术赋能的差异[J].中国电化教育,2024,No.452(09):69-76.
基金信息:
2022年度国家社会科学基金教育学国家青年课题“‘双减’背景下学习空间价值创生赋能课堂教学的策略研究”(课题编号：CCA220319)阶段性研究成果
2024-09-10
2024-09-10