智慧课堂中的智慧生成框架研究
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摘要
因学习分析、学科工具等技术的发展,智慧课堂作为技术促进教学应用的新形态已然得到当前教育研究者普遍的关注。虽然目前智慧课堂的研究已经从技术支撑走向价值的探讨,但智慧课堂本质探讨缺失,技术支撑环境指向不明确。智慧生成作为智慧课堂构建的价值核心,以生成性的视角审视智慧培养与流通的全过程,其模型的结构对智慧学习策略的制定以及智慧学习环境的改进起到有效的促进作用。研究从探讨智慧课堂中学习与教学的本质出发,分析智慧生成的原理和机制,制定基于"四生成"的智慧生成框架,其对智慧课堂的构建以及技术支撑教学策略制定具有一定的指导意义。
Due to the development of learning analysis,disciplinary tools and other technologies,intelligent classroom,as a new form of technology promoting teaching application,has been widely concerned by education researchers.Although the research of intelligent classroom has gone from technical support to value discussion,the nature of intelligent classroom is missing and the direction of technical support environment is unclear.As the core value of the construction of intelligent classroom,intelligent generation examines the whole process of intelligent cultivation and circulation from the generative perspective.The structure of its model plays an effective role in promoting the formulation of intelligent learning strategies and the improvement of intelligent learning environment.This study starts from exploring the nature of learning and teaching in intelligent classroom,analyzes the principle and mechanism of intelligent generation,and formulates the intelligent generation framework based on"four generations",which has certain guiding significance in the construction of intelligent classroom and the formulation of teaching strategies supported by technology.
Due to the development of learning analysis,disciplinary tools and other technologies,intelligent classroom,as a new form of technology promoting teaching application,has been widely concerned by education researchers.Although the research of intelligent classroom has gone from technical support to value discussion,the nature of intelligent classroom is missing and the direction of technical support environment is unclear.As the core value of the construction of intelligent classroom,intelligent generation examines the whole process of intelligent cultivation and circulation from the generative perspective.The structure of its model plays an effective role in promoting the formulation of intelligent learning strategies and the improvement of intelligent learning environment.This study starts from exploring the nature of learning and teaching in intelligent classroom,analyzes the principle and mechanism of intelligent generation,and formulates the intelligent generation framework based on"four generations",which has certain guiding significance in the construction of intelligent classroom and the formulation of teaching strategies supported by technology.
引文
[1]马小强,施建国,程莉莉,王珠珠.智慧教育的发展及价值取向分析[J].中国电化教育,2017(12):3-6.
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[4]杨俊锋,龚朝花,余慧菊,等.智慧学习环境的研究热点和发展趋势———对话ET&S主编Kinshuk(金沙克)教授[J].电化教育研究,2015(05):85-88,95.
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[6]刘军.智慧课堂:“互联网+”时代未来学校课堂发展新路向[J].中国电化教育,2017(07):14-19.
[7]唐烨伟,樊雅琴,庞敬文,钟绍春,王伟.基于网络学习空间的小学数学智慧课堂教学策略研究[J].中国电化教育,2015(7):49-54.
[8]庞敬文,张宇航,唐烨伟,解月光.深度学习视角下智慧课堂评价指标的设计研究[J].现代教育技术,2017(2):12-18.
[9]吴晓玲.课程与教学观念智慧生成的思维路径探析[J].教育发展研究,2011(8):24-30.
[10]郭元祥.教师教育智慧生成的三个基础[J].教育科学研究,2008(1):14-17.
[11]唐烨伟,庞敬文,钟绍春,等.信息技术环境下智慧课堂构建方法及案例研究[J].中国电化教育,2014(11):23-30.
[12]祝智庭.智慧教育新发展:从翻转课堂到智慧课堂及智慧学习空间[J].开放教育研究,2016(01):18-26.
[13]刘军.智慧课堂:“互联网+”时代未来学校课堂发展新路向[J].中国电化教育,2017(07):14-19.
[2]钟绍春,唐烨伟,王春晖.智慧教育的关键问题思考及建议[J].中国电化教育,2018(01):107-111.
[3]柯清超.大数据与智慧教育[J].中国教育信息化,2013(24):8-11.
[4]杨俊锋,龚朝花,余慧菊,等.智慧学习环境的研究热点和发展趋势———对话ET&S主编Kinshuk(金沙克)教授[J].电化教育研究,2015(05):85-88,95.
[5]林利尧.中小学智慧课堂建设与应用研究[J].中国现代教育装备,2013(10):38-39.
[6]刘军.智慧课堂:“互联网+”时代未来学校课堂发展新路向[J].中国电化教育,2017(07):14-19.
[7]唐烨伟,樊雅琴,庞敬文,钟绍春,王伟.基于网络学习空间的小学数学智慧课堂教学策略研究[J].中国电化教育,2015(7):49-54.
[8]庞敬文,张宇航,唐烨伟,解月光.深度学习视角下智慧课堂评价指标的设计研究[J].现代教育技术,2017(2):12-18.
[9]吴晓玲.课程与教学观念智慧生成的思维路径探析[J].教育发展研究,2011(8):24-30.
[10]郭元祥.教师教育智慧生成的三个基础[J].教育科学研究,2008(1):14-17.
[11]唐烨伟,庞敬文,钟绍春,等.信息技术环境下智慧课堂构建方法及案例研究[J].中国电化教育,2014(11):23-30.
[12]祝智庭.智慧教育新发展:从翻转课堂到智慧课堂及智慧学习空间[J].开放教育研究,2016(01):18-26.
[13]刘军.智慧课堂:“互联网+”时代未来学校课堂发展新路向[J].中国电化教育,2017(07):14-19.