新一代智慧课堂:概念、平台及体系架构
|
摘要
随着智能化时代的到来,智能信息技术与教育教学的融合不断加深,新课程改革和学科核心素养培养深入发展,智慧课堂迎来升级发展新机遇。该文在继承已有智慧课堂理论与实践成果的基础上,提出新一代智慧课堂的定义及内涵,从系统服务理念、体系架构、平台构建、应用模式等方面构建了智能时代的智慧课堂模式,以推动学科智慧教学创新,真正实现个性化学习和因材施教,促进学习者转识为智、智慧发展;阐述了智慧课堂智能化服务平台的"云—台—端"总体架构,旨在打通智能云服务、教室智能平台和智能终端的数据传输和交流通道,提供资源服务、互动服务和教学工具,构建基于智能信息技术的一体化、智能化学习环境,为未来智慧教学实践应用奠定了基础。
With the coming of intelligent era, the integration of intelligent information technology and education and teaching has deepened, the new curriculum reform and the cultivation of discipline core literacy has developed in depth, smart class ushered in new opportunities for upgrading and development. On the basis of inheriting the theory and practice of smart class, the study puts forward the definition and connotation of a new generation of smart class. The smart class mode of the intelligent era is constructed in such aspects as the concept of system service ideas, system architecture, platform construction and application mode, to promote innovation in the wisdom teaching of discipline, to truly achieve personalized learning and adaptive teaching, and to promote the transformation of knowledge into wisdom and the development of wisdom of learners. Then, the study elaborates the general system architecture of smart class intelligent service platform, "cloud service-platform-intelligent terminal", opens the data transmission and communication channels of intelligent cloud service, intelligent platform of classroom and intelligent terminal, to provide resource services, interactive services and teaching tools, to construct and apply an integrated and intelligent learning environment based on intelligent information technology. It laid the foundation for the practical application of wisdom teaching in the future.
With the coming of intelligent era, the integration of intelligent information technology and education and teaching has deepened, the new curriculum reform and the cultivation of discipline core literacy has developed in depth, smart class ushered in new opportunities for upgrading and development. On the basis of inheriting the theory and practice of smart class, the study puts forward the definition and connotation of a new generation of smart class. The smart class mode of the intelligent era is constructed in such aspects as the concept of system service ideas, system architecture, platform construction and application mode, to promote innovation in the wisdom teaching of discipline, to truly achieve personalized learning and adaptive teaching, and to promote the transformation of knowledge into wisdom and the development of wisdom of learners. Then, the study elaborates the general system architecture of smart class intelligent service platform, "cloud service-platform-intelligent terminal", opens the data transmission and communication channels of intelligent cloud service, intelligent platform of classroom and intelligent terminal, to provide resource services, interactive services and teaching tools, to construct and apply an integrated and intelligent learning environment based on intelligent information technology. It laid the foundation for the practical application of wisdom teaching in the future.
引文
[1][3][9]刘邦奇,孙曙辉.智慧课堂[M].北京:北京师范大学出版社,2016.
[2]刘邦奇.当智慧课堂遇到大数据[J].中国教育网络,2015,(7):65-67.
[4]林利尧.中小学智慧课堂建设与应用研究[J].中国现代教育装备,2013,(20):38-39.
[5]王盛之,毛沛勇.基于数字化教学案的智慧课堂互动教学系统实践研究[J].教学月刊(教学管理)中学版,2014,(4):51-55.
[6]袁梦霞.基于网络学习空间的智慧课堂教学策略研究[J].信息技术教育,2017,(1):178.
[7]黄剑锋.基于SPOC的智慧课堂构建策略研究[J].教学与管理,2017,(4):74-76.
[8]沈兴三.基于移动互联网环境下的开放教育智慧课堂构建研究[J].电脑知识与技术,2017,(5):99-100.
[10]朱静.巧用微课,打造智慧课堂--浅谈微课在小学数学教学中的运用[J].读写算(基础教育研究),2016,(8):235.
[11][12][14]李新义,刘邦奇.智慧课堂教学理论与实践[M].合肥:安徽教育出版社,2018.
[13]刘邦奇.“互联网+”时代智慧课堂教学设计与实施策略研究[J].中国电化教育,2016,(10):51-56.
[15]刘清堂,毛刚等.智能教学技术的发展与展望[J].中国电化教育,2016,(6):8-15.
[16]黄荣怀,刘德建等.教育机器人的发展现状与趋势[J].现代教育技术,2017,27(1):13-20.
[17]新一代人工智能发展规划[EB/OL].http://www.gov.cn/zhengce/content/2017-07/20/content_5211996.htm,2017-08-24.
[18]教育信息化2.0行动计划[EB/OL].http://www.moe.gov.cn/srcsite/A16/s3342/201804/t20180425_334188.html,2018-04-18.
[19]刘邦奇.为学习服务:“互联网+”时代的教育观念、模式及实现途径[J].中国电化教育,2017,(8):39-45.
[20]杨现民,张昊等.教育人工智能的发展难题与突破路径[J].现代远程教育研究,2018,(3):30-38.
[21]陈卫东,叶新东等.智能教室研究现状与未来展望[J].远程教育杂志,2011,29(4):39-45.
[2]刘邦奇.当智慧课堂遇到大数据[J].中国教育网络,2015,(7):65-67.
[4]林利尧.中小学智慧课堂建设与应用研究[J].中国现代教育装备,2013,(20):38-39.
[5]王盛之,毛沛勇.基于数字化教学案的智慧课堂互动教学系统实践研究[J].教学月刊(教学管理)中学版,2014,(4):51-55.
[6]袁梦霞.基于网络学习空间的智慧课堂教学策略研究[J].信息技术教育,2017,(1):178.
[7]黄剑锋.基于SPOC的智慧课堂构建策略研究[J].教学与管理,2017,(4):74-76.
[8]沈兴三.基于移动互联网环境下的开放教育智慧课堂构建研究[J].电脑知识与技术,2017,(5):99-100.
[10]朱静.巧用微课,打造智慧课堂--浅谈微课在小学数学教学中的运用[J].读写算(基础教育研究),2016,(8):235.
[11][12][14]李新义,刘邦奇.智慧课堂教学理论与实践[M].合肥:安徽教育出版社,2018.
[13]刘邦奇.“互联网+”时代智慧课堂教学设计与实施策略研究[J].中国电化教育,2016,(10):51-56.
[15]刘清堂,毛刚等.智能教学技术的发展与展望[J].中国电化教育,2016,(6):8-15.
[16]黄荣怀,刘德建等.教育机器人的发展现状与趋势[J].现代教育技术,2017,27(1):13-20.
[17]新一代人工智能发展规划[EB/OL].http://www.gov.cn/zhengce/content/2017-07/20/content_5211996.htm,2017-08-24.
[18]教育信息化2.0行动计划[EB/OL].http://www.moe.gov.cn/srcsite/A16/s3342/201804/t20180425_334188.html,2018-04-18.
[19]刘邦奇.为学习服务:“互联网+”时代的教育观念、模式及实现途径[J].中国电化教育,2017,(8):39-45.
[20]杨现民,张昊等.教育人工智能的发展难题与突破路径[J].现代远程教育研究,2018,(3):30-38.
[21]陈卫东,叶新东等.智能教室研究现状与未来展望[J].远程教育杂志,2011,29(4):39-45.