摘要
教育的数字化转型包括技术、业务和人本三个层次的转型,技术层次的转型是从数字化、网络化到智能化;业务层面的转型先是已有业务效率提升,再到业务形态创新、教育组织重朔;人本层次的转型强调通过信息化让教师和学生获得更好的生命体验,支撑其更高层次的生命成长。教育的数字化转型要从整体优化的视角考察技术在教育中的角色与定位,不只是对教育或技术某一单一要素的关注,而是强调从系统整体的层次出发,从促进与维护整个信息生态系统平衡的角度,对人、教育实践及技术环境三大要素之间的关系进行合理规划、布局和调控,实现和谐共生。
The digital transformation of education includes three levels. Technology level transformation is from digitalization and networking to intelligence;Business level transformation is first to improve the efficiency of existing business, and then to innovate business forms and reshape educational organizations;Human level transformation emphasizes that information technology enables teachers and students to gain better life experiences and support their higher-level life growth. The digital transformation of education should examine the role and positioning of technology in education from the perspective of overall optimization, not only focusing on a single element of education or technology. The relationship between the three elements of people, educational practice and technological environment should be reasonably planned, laid out and regulated from the level of the system as a whole, from the perspective of promoting and maintaining the balance of the entire information ecosystem, so as to achieve a harmonious coexistence.
作者
余胜泉
Yu Shengquan(Beijing Advanced Innovation Center for Future Education,Beijing 100875)
出处
《中国电化教育》
CSSCI
北大核心
2023年第2期55-59,66,共6页
China Educational Technology
基金
北京市教育科学“十四五”规划优先关注课题“人工智能教育应用体系构建研究”(课题编号:CHEA21017)研究成果。
关键词
教育数字化转型
业务流程重构
学校组织重塑
教育信息生态
生命成长
education digital transformation
business process reengineering
school organization reinvention
education information ecology
life growth
作者简介
余胜泉:教授,博士生导师,研究方向为人工智能教育应用、移动教育与泛在学习、区域性教育信息化、信息技术与课程整合。
