中国电化教育

"互联网+"时代的新型教育观要求教育者关注学生的个性化学习和发展,同时,因材施教问题一直以来也是教育工作者重点关注与研究的重要问题,但在以学校班级授课与集体教学过程中,二者很难达到期望者的设想与目标。当理想与现实存在矛盾时,技术中介价值能否突显,取决于技术实践者的思维与技巧。在"互联网+教育"的背景下,如何利用教育大数据和学习分析技术为学习者提供准确的服务,即确立个性化学习目标、学习内容、学习路径、学习方法和学习策略等,为学习者建构个性化的智慧教育场域。该文尝试从"因材施教"和"个性化学习"的科学内涵及内涵逻辑进行分析,并对二者进行差异性和同一性比较,进而阐释"互联网+"时代下个性化学习由"因材施教"向"可因材施教"的实践转向。

The new educational view of the "Internet +" era requires educators to pay attention to the individual learning and development of students, and at the same time, Teaching in accordance with aptitude has always been an important issue for education researchers. But it is difficult to achieve the expectations and goals of the anticipator in the process of classroom teaching and collective teaching. There is a contradiction between ideal and reality whether the value of technology intermediation can be highlighted, and it depends on the thinking and skills of technical practitioners. In the context of "Internet + Education". How to use education big data and learning analysis technology to provide accurate service for learners, it means establishing personalized learning goals, learning contents, learning paths, learning methods, learning strategies and so on. It constructs personalized education field for learners. People try to analyze the scientific connotation and connotation logic of "teaching in accordance with aptitude"and "individualized learning". The differences and identities of the two are compared. Then it explains the practical transition of individualized learning in the era of "Internet +" from "teaching in accordance with aptitude" to "ability to teaching in accordance with aptitude".