大数据助力新高考改革:框架设计与实施路径
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摘要
新高考改革是一项综合性的、重大的教育改革,总体方向上强调学生的自主选择、个性培养与扬长发展。大数据时代数据已经成为驱动教育变革与创新发展的关键要素,大数据技术在推动新高考改革过程中具有至关重要的作用。文章通过分析当前我国新高考改革过程中面临的现实难点:(1)学生选科呈现盲目性;(2)学校走班教学不彻底;(3)教学评价实施争议多;(4)志愿填报复杂度偏高;(5)生涯规划教育推进难,构建了大数据支持新高考改革的实践框架,包括生涯规划、合理选科、智能排课、智慧学习、智能考评、志愿填报、跟踪评估,旨在以大数据的"六大助力"全面推进我国高考综合改革。最后,文章从大数据的视角提出了新高考改革的五大实施路径,即建设大数据综合管理服务平台,支撑新高考改革核心业务;开展中学教师数据能力专项培训,发展教师数据素养;推动教育数据分层开放,完善新高考服务模式;加快建立学习信用认证机制,确保新高考公平与公正;依托大数据管理系统追踪考生成长,关注新高考实施成效。
The reform of new college entrance examination is comprehensive and significant,emphasizing students' independent choice, personality cultivation and development. In the era of big data,data has become a key element driving the reform and innovation of education. Big data plays a crucial role in promoting the reform of new college entrance examination. This paper analyzes the practical difficulties in the process of the reform in China:(1) students' choices of subjects are blind;(2) The optional class system is incomplete;(3) The implementation of teaching evaluation is controversial;(4) To fill out the application form for college is complicated;(5) Career planning education is difficult to push forward. After that, this paper constructs a practical framework for the new college entrance examination reform supported by big data, including career planning, rational selection of subjects, intelligent scheduling, smart learning,intelligent evaluation, filing the application form, tracking the evaluation, aiming to promote the comprehensive reform of college entrance examination in China through the "six helpers" based on big data. Finally, this paper proposes five implementation paths for the reform, including building a service platform for comprehensive management based on big data to support the core business of the reform of new college entrance examination; carrying out special training for middle school teachers to develop their data literacy; promoting the hierarchical opening of educational data to improve the service model of new college entrance examination; accelerating the establishment of learning credit certification mechanism to ensure fairness and justice in the new college entrance examination; tracking the growth of examinees to pay attention to the effect of the new college entrance examination.
The reform of new college entrance examination is comprehensive and significant,emphasizing students' independent choice, personality cultivation and development. In the era of big data,data has become a key element driving the reform and innovation of education. Big data plays a crucial role in promoting the reform of new college entrance examination. This paper analyzes the practical difficulties in the process of the reform in China:(1) students' choices of subjects are blind;(2) The optional class system is incomplete;(3) The implementation of teaching evaluation is controversial;(4) To fill out the application form for college is complicated;(5) Career planning education is difficult to push forward. After that, this paper constructs a practical framework for the new college entrance examination reform supported by big data, including career planning, rational selection of subjects, intelligent scheduling, smart learning,intelligent evaluation, filing the application form, tracking the evaluation, aiming to promote the comprehensive reform of college entrance examination in China through the "six helpers" based on big data. Finally, this paper proposes five implementation paths for the reform, including building a service platform for comprehensive management based on big data to support the core business of the reform of new college entrance examination; carrying out special training for middle school teachers to develop their data literacy; promoting the hierarchical opening of educational data to improve the service model of new college entrance examination; accelerating the establishment of learning credit certification mechanism to ensure fairness and justice in the new college entrance examination; tracking the growth of examinees to pay attention to the effect of the new college entrance examination.
引文
[1]钟秉林.深化综合改革,应对高考招生制度改革新挑战[J].教育研究,2015(3):4-9.
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[6]杨现民,唐斯斯,李冀红.发展教育大数据:内涵、价值和挑战[J].现代远程教育研究,2016(1):50-61.
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[8]李军靠,丁一鑫,赵丹.新高考下普通高中选课走班教学的困境与跨越[J].中国教育学刊,2018(1):26-30.
[9]刘宝剑.关于高中生选择高考科目的调查与思考---以浙江省2014级学生为例[J].教育研究,2015(10):142-148.
[10]刘宝剑.高中生选择高考科目的因素分析与务实策略[J].教育理论与实践,2015(32):15-17.
[11]周海涛,景安磊.新高考改革助推教育升级[J].教育研究,2015(8):91-97.
[12]冯成火.高考新政下高中课改的评价、问题与策略---基于浙江省的实践与探索[J].教育研究,2017(2):123-131.
[13]杨鸿,朱德全,宋乃庆,等.大数据时代学生综合素质评价:方法论、价值与实践导向[J].中国电化教育,2018(1):27-34.
[14]吴斌珍,钟笑寒.高考制度与大学录取率的性别差异[J].清华大学学报(哲学社会科学版),2014(2):140-157.
[15]刘静.高考改革背景下高中生涯规划教育的重新审视[J].教育发展研究,2015(10):32-38.
[16]樊丽芳,乔志宏.新高考改革倒逼高中强化生涯教育[J].中国教育学刊,2017(3):67-71.
[17]苏红.教师视角下新高考综合改革的成效与亟待改进的问题[J].教育科学研究,2018(11):15-18.
[18]王爱芬,雷晓.新高考改革背景下高中生涯规划教育及其实现路径[J].教育理论与实践,2018(1):33-37.
[19]詹真荣,熊乐兰.高考新政的回顾与展望---以浙江省“新高考”改革为例[J].社会科学战线,2018(10):268-272.
[20]CKKIER K,MAYER-SCHOENBERGER V.Rise of Big Data:how it's changing the way we think about the world[J].Foreign affairs,2013(3):29-40.
[21]科大讯飞股份有限公司.科大讯飞基于人工智能的新中高考综合解决方案[EB/OL].[2018-09-14].https://wenku.baidu.com/view/7e39365d5627a5e9856a561252d380eb62942386.html.
[22]杨现民,骆娇娇,刘雅馨,等.数据驱动教学:大数据时代教学范式的新走向[J].电化教育研究,2017(12):13-20.
[23]邢蓓蓓,杨现民,李勤生.教育大数据的来源与采集技术[J].现代教育技术,2016,26(8):14-21.
[24]杨现民,田雪松.中国基础教育大数据---走向数据驱动的精准教学(2016-2017)[M].北京:科学出版社,2018.
[25]杨现民,田雪松.“互联网+教育”中国基础教育大数据[M].北京:电子工业出版社,2016.
[26]王正青,徐辉.大数据时代美国的教育大数据战略与实施[J].教育研究,2018,39(2):120-126.
[27]郑燕林,柳海民.大数据在美国教育评价中的应用路径分析[J].中国电化教育,2015(7):25-31.
[28]刘雅馨,杨现民,李新,等.大数据时代教师数据素养模型构建[J].电化教育研究,2018(2):109-116.
[29]李栋,杨丽.新高考制度下教师课程理解的新突破[J].中国教育学刊,2016(8):84-90.
[30]中华人民共和国教育部.教育部关于印发《教育信息化2.0行动计划》的通知[EB/OL].[2018-09-14].http://www.moe.gov.cn/srcsite/A16/s3342/201804/t20180425_334188.html.
[31]杨现民,周宝,郭利明,等.教育信息化2.0时代教育数据开放的战略价值与实施路径[J].现代远程教育研究,2018(5):10-21.
[32]李青,张鑫.区块链:以技术推动教育的开放和公信[J].远程教育杂志,2017,35(1):36-44.
[33]杨现民,李新,吴焕庆,等.区块链技术在教育领域的应用模式与现实挑战[J].现代远程教育研究,2017(2):34-45.
[2]国务院.国务院关于深化考试招生制度改革的实施意见(国发[2014]35号)[EB/OL].[2018-09-14].http://www.gov.cn/zhengce/content/2014-09/04/content_9065.htm.
[3]中华人民共和国教育部.教育部关于进一步推进高中阶段学校考试招生制度改革的指导意见[EB/OL].[2018-09-14].http://www.gov.cn/xinwen/2016-09/20/content_5110023.htm.
[4]国务院.国务院关于印发促进大数据发展行动纲要的通知(国发[2015]50号)[EB/OL].[2018-09-14].http://www.gov.cn/zhengce/content/2015-09/05/content_10137.htm.
[5]杨现民,王榴卉,唐斯斯.教育大数据的应用模式与政策建议[J].电化教育研究,2015(9):54-61.
[6]杨现民,唐斯斯,李冀红.发展教育大数据:内涵、价值和挑战[J].现代远程教育研究,2016(1):50-61.
[7]余胜泉,李晓庆.基于大数据的区域教育质量分析与改进研究[J].电化教育研究,2017(7):5-12.
[8]李军靠,丁一鑫,赵丹.新高考下普通高中选课走班教学的困境与跨越[J].中国教育学刊,2018(1):26-30.
[9]刘宝剑.关于高中生选择高考科目的调查与思考---以浙江省2014级学生为例[J].教育研究,2015(10):142-148.
[10]刘宝剑.高中生选择高考科目的因素分析与务实策略[J].教育理论与实践,2015(32):15-17.
[11]周海涛,景安磊.新高考改革助推教育升级[J].教育研究,2015(8):91-97.
[12]冯成火.高考新政下高中课改的评价、问题与策略---基于浙江省的实践与探索[J].教育研究,2017(2):123-131.
[13]杨鸿,朱德全,宋乃庆,等.大数据时代学生综合素质评价:方法论、价值与实践导向[J].中国电化教育,2018(1):27-34.
[14]吴斌珍,钟笑寒.高考制度与大学录取率的性别差异[J].清华大学学报(哲学社会科学版),2014(2):140-157.
[15]刘静.高考改革背景下高中生涯规划教育的重新审视[J].教育发展研究,2015(10):32-38.
[16]樊丽芳,乔志宏.新高考改革倒逼高中强化生涯教育[J].中国教育学刊,2017(3):67-71.
[17]苏红.教师视角下新高考综合改革的成效与亟待改进的问题[J].教育科学研究,2018(11):15-18.
[18]王爱芬,雷晓.新高考改革背景下高中生涯规划教育及其实现路径[J].教育理论与实践,2018(1):33-37.
[19]詹真荣,熊乐兰.高考新政的回顾与展望---以浙江省“新高考”改革为例[J].社会科学战线,2018(10):268-272.
[20]CKKIER K,MAYER-SCHOENBERGER V.Rise of Big Data:how it's changing the way we think about the world[J].Foreign affairs,2013(3):29-40.
[21]科大讯飞股份有限公司.科大讯飞基于人工智能的新中高考综合解决方案[EB/OL].[2018-09-14].https://wenku.baidu.com/view/7e39365d5627a5e9856a561252d380eb62942386.html.
[22]杨现民,骆娇娇,刘雅馨,等.数据驱动教学:大数据时代教学范式的新走向[J].电化教育研究,2017(12):13-20.
[23]邢蓓蓓,杨现民,李勤生.教育大数据的来源与采集技术[J].现代教育技术,2016,26(8):14-21.
[24]杨现民,田雪松.中国基础教育大数据---走向数据驱动的精准教学(2016-2017)[M].北京:科学出版社,2018.
[25]杨现民,田雪松.“互联网+教育”中国基础教育大数据[M].北京:电子工业出版社,2016.
[26]王正青,徐辉.大数据时代美国的教育大数据战略与实施[J].教育研究,2018,39(2):120-126.
[27]郑燕林,柳海民.大数据在美国教育评价中的应用路径分析[J].中国电化教育,2015(7):25-31.
[28]刘雅馨,杨现民,李新,等.大数据时代教师数据素养模型构建[J].电化教育研究,2018(2):109-116.
[29]李栋,杨丽.新高考制度下教师课程理解的新突破[J].中国教育学刊,2016(8):84-90.
[30]中华人民共和国教育部.教育部关于印发《教育信息化2.0行动计划》的通知[EB/OL].[2018-09-14].http://www.moe.gov.cn/srcsite/A16/s3342/201804/t20180425_334188.html.
[31]杨现民,周宝,郭利明,等.教育信息化2.0时代教育数据开放的战略价值与实施路径[J].现代远程教育研究,2018(5):10-21.
[32]李青,张鑫.区块链:以技术推动教育的开放和公信[J].远程教育杂志,2017,35(1):36-44.
[33]杨现民,李新,吴焕庆,等.区块链技术在教育领域的应用模式与现实挑战[J].现代远程教育研究,2017(2):34-45.