智慧教室“三位一体”模型构建及实践探索——以华中师范大学为例
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摘要
构建以智慧教室为代表的智慧学习环境,是实现智慧教育、完成教育信息化2.0行动计划的重要途径之一。文章从对智慧教室的认识入手,在对智慧教室理论研究和技术实践现状进行总结与分析的基础上,提出智慧教室是集"物理空间+资源空间+社区空间"一体的新型学习环境。据此,文章设计出智慧教室的"三位一体"模型,涵盖物理设施层、资源服务层、交互应用层三层。最后,文章从建设背景、设计理念以及建设成果等方面,介绍了华中师范大学智慧教室的实践经验,以期为面向高校的智慧教室的研究、建设与应用提供参考。
Building an intelligent learning environment represented by smart classroom is one of the important ways to realize smart education and complete educational informationization 2.0 action plan. Starting from the understanding of smart classroom and based on summarizing and analyzing current situation of theoretical research and technical practice of smart classroom, this paper firstly pointed out that smart classroom should be a new type of learning environment integrating physical space, resource space and community space. Secondly, the overall architecture model of smart classroom, which covered the physical facility layer, resource service layer and interactive application layer, was designed. Finally, the practical experience of smart classroom in Central China Normal university was introduced from the aspects of construction background, design concept and construction achievements. There results of this paper were expected to provide reference for the research, construction and application of smart classrooms in colleges and universities.
Building an intelligent learning environment represented by smart classroom is one of the important ways to realize smart education and complete educational informationization 2.0 action plan. Starting from the understanding of smart classroom and based on summarizing and analyzing current situation of theoretical research and technical practice of smart classroom, this paper firstly pointed out that smart classroom should be a new type of learning environment integrating physical space, resource space and community space. Secondly, the overall architecture model of smart classroom, which covered the physical facility layer, resource service layer and interactive application layer, was designed. Finally, the practical experience of smart classroom in Central China Normal university was introduced from the aspects of construction background, design concept and construction achievements. There results of this paper were expected to provide reference for the research, construction and application of smart classrooms in colleges and universities.
引文
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[4]教育部.教育信息化2.0行动计划[OL].
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[10]聂风华,钟晓流,宋述强.智慧教室:概念特征、系统模型与建设案例[J].现代教育技术,2013,(7):5-8.
[11][13]杨宗凯.未来教室未来教师未来教育信息技术与教育的融合变革[J].中国现代教育装备,2014,(11):6-11.
[12]张亚珍,张宝辉,韩云霞.国内外智慧教室研究评论及展望[J].开放教育研究,2014,(1):81-91.
[13]黄荣怀,张进宝,胡永斌,等.智慧校园:数字校园发展的必然趋势[J].开放教育研究,2012,(4):12-17.
[2]陆根书,杨兆芳.学习环境研究及其发展趋势述评[J].高等工程教育研究,2008,(2):55-61.
[3]教育部.教育信息化十年发展规划(2011-2020年)[OL].
[4]教育部.教育信息化2.0行动计划[OL].
[5]李康康,赵鑫硕,陈琳.我国智慧教室的现状及发展[J].现代教育技术,2016,(7):25-30.
[6]Rescigno R C.Practical Implementation of Educational Technology.The GTE/GTEL Smart-Classroom.The Hueneme School District Experience[Z].Paper presented at the US/USSR Joint Conference on Computers,Education,and Children,Moscow,USSR,1988:27.
[7]CNET科技资讯网.IBM智慧地球的“智慧成长”[OL].
[8]王玉龙,蒋家傅.以需求为导向的智慧教室系统构建[J].现代教育技术,2014,(6):99-105.
[9]黄荣怀,胡永斌,杨俊锋,等.智慧教室的概念及特征[J].开放教育研究,2012,(2):22-27.
[10]聂风华,钟晓流,宋述强.智慧教室:概念特征、系统模型与建设案例[J].现代教育技术,2013,(7):5-8.
[11][13]杨宗凯.未来教室未来教师未来教育信息技术与教育的融合变革[J].中国现代教育装备,2014,(11):6-11.
[12]张亚珍,张宝辉,韩云霞.国内外智慧教室研究评论及展望[J].开放教育研究,2014,(1):81-91.
[13]黄荣怀,张进宝,胡永斌,等.智慧校园:数字校园发展的必然趋势[J].开放教育研究,2012,(4):12-17.