数字化时代教学变革的问题与思考
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摘要
数字化时代教学变革的机遇与挑战并存。与数字化时代相适应的教学变革,宏观层面立足教育供给端变革,旨在引领教育消费水平提升;中观层面以教育时间观念的转变为契机,调动个体内在时间意识和以学为乐的主动进取精神;微观层面满足个体创造需求,实现乐学与成长统一。单路径学习拘泥于技术或线性思考,不利于思维发散和兴趣的培养;双路径学习,主张当一再尝试各种解决方法,问题依然存在时,可以尝试破除有问题的认识框架,能活跃思维、开拓思路,激发学习积极性和创造热情。从单路径到双路径的学习方式转换,构成数字化时代教学变革的基本路径。
Opportunities and challenges co-exist in teaching reform in the digital era. The teaching reform that is compatible with the digital age,at the macro-level based on educational supply-side change,aims at leading the improvement of education consumption level; At the meso-level,it takes the concept of educational time as an opportunity to mobilize the individual's inner time consciousness and the active enterprising spirit of learning; At the micro level,it meets the individual's creative needs,realizing the unity of happy learning and growth. Single-path learning is constrained by technical or linear thinking,which is not conducive to thinking divergence and the development of interest; Double-path learning advocates trying to get rid of the problematic cognitive framework when various solutions are tried again and again and the problems still exist,which may activate thinking,develop ideas,stimulate learning motivation and creative enthusiasm. Learning schema transformation from single-path to double-path forms the basic path of teaching reform in the digital age.
Opportunities and challenges co-exist in teaching reform in the digital era. The teaching reform that is compatible with the digital age,at the macro-level based on educational supply-side change,aims at leading the improvement of education consumption level; At the meso-level,it takes the concept of educational time as an opportunity to mobilize the individual's inner time consciousness and the active enterprising spirit of learning; At the micro level,it meets the individual's creative needs,realizing the unity of happy learning and growth. Single-path learning is constrained by technical or linear thinking,which is not conducive to thinking divergence and the development of interest; Double-path learning advocates trying to get rid of the problematic cognitive framework when various solutions are tried again and again and the problems still exist,which may activate thinking,develop ideas,stimulate learning motivation and creative enthusiasm. Learning schema transformation from single-path to double-path forms the basic path of teaching reform in the digital age.
引文
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[5]利科尔,李幼蒸.解释学的任务[J].哲学译丛,1986(3):35-45.
[6]陈志丹.从文本到行动:利科自我诠释学的扩展与深化[J].哲学研究,2016(10):85-91.
[7]〔德〕海德格尔.存在与时间[M].北京:生活·读书·新知三联书店,1987.
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[12]郭戈.我国的乐学思想传统[J].课程·教材·教法,2014(5):11-17.
[13]郭戈.西方快乐教育思想之传统[J].课程·教材·教法,2015(3):17-25.
[14]谭维智.互联网时代教育的时间逻辑.教育研究[J].2017(8):12-24.
[15]〔法〕亨利·柏格森.创造进化论[M].姜志辉,译.北京:商务印书馆,2012.
[16]〔英〕维克托·迈尔-舍恩伯格,肯尼思·库克耶.与大数据同行[M].赵中建,等译.上海:华东师范大学出版社,2015.
[17]〔美〕克里斯·阿吉里斯等.行动科学[M].夏林清,译.北京:教育科学出版社,2012.
[18]徐继存.论课程责任及其履行[J].课程·教材·教法,2018(3):37-43.
[19]杨军.挑战不可能:虫子吃塑料[EB/OL]. http:∥fi-nance. sina. com. cn/meeting/2017-12-05/doc-ifypik-wu0073013. shtml.