摘要
40年来,数字化课程从一种课程资源"升级"成为了课程本身。在迅速发展的背后,支撑数字化课程发展的各种教育信息化技术愈发清晰;但数字化课程究竟蕴含或体现了哪些教育理念,却显得越来越模糊。在微课、慕课出现之前,人们对数字化课程持一种谨慎好评的态度;而在此之后,人们对数字化课程的看法在好、坏两个方向上都更加极端,评价显得模糊。上述问题皆源于我们关注技术胜过关注"人",导致宏观研究未能结合实践,微观研究也未形成体系。未来关于数字化课程的研究,应在加大对"人"的关注的前提下,从宏观走向微观,从零散走向系统。
In the past 40 years, the digital curriculum has been upgraded from a kind of curriculum resource to the curriculum itself. Behind the rapid development, various educational information technologies supporting the development of digital curriculum are becoming clearer. However, what educational concepts are embodied in digital curriculum is getting blurry. Before the advent of micro curriculum and MOOC, people took a cautious attitude towards digital curriculum. And after that, people＇s views on digital curriculum become more extreme in both good and bad directions, and evaluations about them are vague. These problems are due to the fact that we pay more attention to technology than to ＂human＂, which leads to the failure of macro research to combine with practice and the absence of a system of micro research. In the future, the researches on digital curriculum should focus more on the element of ＂human＂, penetrate from macro level to micro level, and become more systematic.
作者
周序
黄路遥
Zhou Xu a;b Huang Luyao b(a.Higher Educational Development Research Cente;b.Institute of Education,Xiamen University,Xiamen Fujian 361005,China)
出处
《课程．教材．教法》
CSSCI
北大核心
2018年第10期51-58,共8页
Curriculum，Teaching Material and Method
关键词
数字化课程
课程资源
技术
理念
评价
digital curriculum
curriculum resources
technology
concept
evaluation
作者简介
周序，1983年生，男，四川泸州人，厦门大学高等教育发展研究中心副教授、教育学博士，硕士生导师，主要从事课程与教学论、教育社会学研究；;黄路遥，1993年生，广西南宁人，厦门大学教育研究院硕士研究生，主要从事高等教育研究。
