中国电化教育

智慧教育的研究刚刚兴起,人们对智慧教育的内涵还没有形成统一的认识,对智慧教育内涵认识的不同导致了智慧教育研究取向的不同。该研究对当下两种智慧教育的研究取向进行分析,从本质上反思了智慧教育的缘起,并从教育之永恒性和时代性要求两个方面界定了智慧教育的内涵,认为智慧教育旨在通过智慧学习环境的支撑,为学习者提供开放的和按需供给的教育,实现信息技术与教育的深度融合,最终达到促进学习者发展和提升学习者智慧的教育目标。在此基础上,从全人类共同利益的需要和新的知识观对教学变革提出的要求两方面论述了教育从知识走向培养智慧的必要性。最后,从真实学习这一全新的视角论述了智慧的生成源于真实学习的观点,并从四个方面论述了真实视域中智慧教育的样态:支持个体生命活动全场域的学习需求;以真实任务的解决和学习者智慧及主体性的发展为核心;以学习共同体成员之间的协同知识建构为主要形式;"人—学习环境"系统将取代"人—人"系统而成为教育系统的重要组成部分。

Since the dawn of smart education, people have yet formed a unified understanding towards the connotation of smart education, which led to different research orientation. This paper analyses current two research orientations of smart education and reflects upon the genesis of smart education in nature. By defining the connotation of smart education in the perspective of educational immutability and contemporaneity, the author believes smart education aims to provide learners with open, needed education and to realize the deep integration between Information Technology and education in an effort to promote the development and wisdom of learners out of the environment of smart education. On this basis, this paper expounds the necessity of educational transform from indoctrination to wisdom cultivation to the extent of common interests of human beings and the requirements of educational reform risen from new concepts of knowledge. In the end, it elaborates on the perspective that wisdom originates from authentic learning and describes the pattern of smart education in four aspects: supporting individual learning demand throughout full life fields; centralizing the solving of real problems and the development of wisdom and subjectivity of learners; taking coordinate knowledge-construction among members of learning community as the main form; "Human-Learning Environment" system will supersede "Human-Human" system in becoming a significant part of the educational system.