以指数思维引领智慧教育创新发展
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摘要
智慧教育作为教育信息化2.0发展的新目标已经得到了共识,并成为推动信息化又一轮创新发展的新浪潮。随着人工智能技术的快速迭代更新,智慧教育作为教育信息化的高端形态,其中的各要素皆以指数级速率增长爆发,为智慧教育跃升为指数教育提供了机遇。因此,在指数思维引领下,智慧教育的创新发展成为新诉求。鉴于此,文章对指数思维深度融合智慧教育展开了理论探究。首先,概述了智慧教育的核心内涵与特征,并解析了指数思维创新需要摒弃零和思维、跳出线性思维、破解帕累托思维、强化多元思维。在此基础上,从顶层设计和适切性两个角度,贯穿文化智慧、数据智慧与教学智慧三大智慧来透析指数思维赋能的智慧教育,进而提出指数思维在智慧教育系统中的映射。最后,列举了若干颇具指数效应的学习方式与学习技术,旨在探寻指数思维在智慧教育中可为的创新,助力智慧教育的迭代优化,以期为智慧教育跃升为指数教育提供可行的设计思路和借鉴意义。
As a new development goal of education informatization 2.0, smarter education has been recognized and become a new wave of promoting innovation and informatization. With the rapid iterative update of artificial intelligence technology, as a high-end form of education informatization, all the elements of smarter education grow at exponential rate, which provides an opportunity for smarter education to leap into exponential education. Therefore, under the guidance of exponential thinking, the innovative development of smarter education has become a new demand. In view of this, this paper explores the deep integration of smarter education and exponential thinking theoretically. Firstly, it summarizes the core connotation and features of smarter education, and analyzes the innovation of exponential thinking, which needs to abandon zero-sum thinking, jumps out of linear thinking, cracks Pareto thinking, and strengthens multiple thinking. On this basis,from the perspective of top-level design and appropriateness, this paper analyzes the smarter education empowered by exponential thinking through cultural wisdom, data wisdom and teaching wisdom, and then puts forward the mapping of exponential thinking in smarter education system. Finally, some learning methods and technologies with exponential effects are listed to explore the innovations that exponential thinking can make in smart education and facilitate the iterative optimization of smart education, in order to provide an feasible design ideas and references for smarter education jumping into exponential education.
As a new development goal of education informatization 2.0, smarter education has been recognized and become a new wave of promoting innovation and informatization. With the rapid iterative update of artificial intelligence technology, as a high-end form of education informatization, all the elements of smarter education grow at exponential rate, which provides an opportunity for smarter education to leap into exponential education. Therefore, under the guidance of exponential thinking, the innovative development of smarter education has become a new demand. In view of this, this paper explores the deep integration of smarter education and exponential thinking theoretically. Firstly, it summarizes the core connotation and features of smarter education, and analyzes the innovation of exponential thinking, which needs to abandon zero-sum thinking, jumps out of linear thinking, cracks Pareto thinking, and strengthens multiple thinking. On this basis,from the perspective of top-level design and appropriateness, this paper analyzes the smarter education empowered by exponential thinking through cultural wisdom, data wisdom and teaching wisdom, and then puts forward the mapping of exponential thinking in smarter education system. Finally, some learning methods and technologies with exponential effects are listed to explore the innovations that exponential thinking can make in smart education and facilitate the iterative optimization of smart education, in order to provide an feasible design ideas and references for smarter education jumping into exponential education.
引文
[1]中华人民共和国教育部.教育部关于印发《教育信息2.0行动计划》的通知[EB/OL].(2018-04-25)[2018-06-17].http://www.moe.gov.cn/srcsite/A16/s3342/201804/t20180425_334188.html.
[2]祝智庭,彭红超,雷云鹤.智能教育:智慧教育的实践路径[J].开放教育研究,2018,24(4):13-24,42.
[3]中国政府网.国务院关于印发新一代人工智能发展规划的通知(国发[2017]35号)[DB/OL].(2017-07-20)[2017-07-21].http://www.gov.cn/zhengce/content/2017-07/20/content_5211996.html.
[4] KOROTAYEV A. The 21st century singularity and its big history implications:a re-analysis[J]. Journal of big history,2018,2(3):73-119.
[5]祝智庭.以智慧教育引领教育信息化创新发展[J].中国教育信息化,2014(9):4-8.
[6]祝智庭,魏非.教育信息化2.0:智能教育启程,智慧教育领航[J].电化教育研究,2018,39(9):5-16.
[7]彭红超,祝智庭.人机协同的数据智慧机制:智慧教育的数据价值炼金术[J].开放教育研究,2018,24(2):41-50.
[8]祝智庭,孙妍妍,彭红超.解读教育大数据的文化意蕴[J].电化教育研究,2017,38(1):28-36.
[9] ZHANG Q,ZHAO D. Data-based reinforcement learning for nonzero-sum games with unknown drift dynamics[J]. IEEE transactions on cybernetics,2018(99):1-12.
[10]吕慈仙,乐传永.高校“三位一体”综合评价招生模式改革的分析[J].教育研究,2014(1):98-104.
[11]熊建辉,俞可.国际大规模教育评估的影响力——以PISA,TIMSS和PIRLS为例[J].人民教育,2014(2):29-33.
[12] PATRICK M,WAGNER R E. From mixed economy to entangled political economy:a paretian social-theoretic orientation[J]. Public choice,2015,164(1-2):103-116.
[13] FLOURIS G,MARROPOULOS A,SPIRIDAKIS J. Personalizing a science unit in the greek curriculum for optimal “Quality”instruction and learning through the use of gardner's theory of multiple intelligences[J]. International journal,2016,5(3-4):41-54.
[14]杜运周.设计思维视角下众创空间的研究:综述与展望[A].中国管理现代化研究会、复旦管理学奖励基金会.第十三届(2018)中国管理学年会.
[15]祝智庭,彭红超.智慧学习生态系统研究之兴起[J].中国电化教育,2017(6):1-10,23.
[16] HWANG W Y,CHANG C B,CHEN G J. The relationship of learning traits,motivation and performance-learning response dynamics[J]. Computers&education,2004,42(3):267-287.
[17] MOON M K,JAHNG S G,KIM T Y. A computer-assisted learning model based on the digital game exponential reward system[J].Turkish online journal of educational technology,2011,10(1):1-14.
[18] ALIER M,CASANY M J. The need for interdisciplinary research on exponential technologies and sustainability[C]//International Conference on Technological Ecosystems for Enhancing Multiculturality. Spain:ACM,2017:85.
[19]容梅,彭雪红.翻转课堂的历史、现状及实践策略探析[J].中国电化教育,2015(7):108-115.
[20]王志军,陈丽,郑勤华. MOOCs的发展脉络及其三种实践形式[J].中国电化教育,2014(7):25-33.
[21]张治,刘小龙,余明华,祝智庭.研究型课程自适应学习系统:理念、策略与实践[J].中国电化教育,2018(4):119-130.
[22]方向,向佐军,盛群力.美国教育系统变革的十项行动——面向21世纪的学校重塑[J].外国教育研究,2015,42(7):58-67.
[23]谢幼如,吴利红,黎慧娟,等.智慧学习环境下小学语文阅读课生成性教学路径的探究[J].中国电化教育,2016(6):36-42.
[24]张华.论“研究性学习”课程的本质[J].教育发展研究,2001(5):14-18.
[25]祝智庭,雒亮.从创客运动到创客教育:培植众创文化[J].电化教育研究,2015,36(7):5-13.
[26]王雪,王志军.多媒体课件中的信息加工整合策略的研究与设计——以初中数学课件“二次函数”为例[J].电化教育研究,2015,36(4):103-107.
[27]林琳,沈书生.设计思维的概念内涵与培养策略[J].现代远程教育研究,2016(6):18-25.
[28]祝智庭,彭红超.深度学习:智慧教育的核心支柱[J].中国教育学刊,2017(5):36-45.
本文系根据祝智庭教授2018年11月30日在华南师大所做报告《追寻智慧教育的理论探思》中的部分内容记录整理而成,黄昌勤团队梳理和充实了内容。
[2]祝智庭,彭红超,雷云鹤.智能教育:智慧教育的实践路径[J].开放教育研究,2018,24(4):13-24,42.
[3]中国政府网.国务院关于印发新一代人工智能发展规划的通知(国发[2017]35号)[DB/OL].(2017-07-20)[2017-07-21].http://www.gov.cn/zhengce/content/2017-07/20/content_5211996.html.
[4] KOROTAYEV A. The 21st century singularity and its big history implications:a re-analysis[J]. Journal of big history,2018,2(3):73-119.
[5]祝智庭.以智慧教育引领教育信息化创新发展[J].中国教育信息化,2014(9):4-8.
[6]祝智庭,魏非.教育信息化2.0:智能教育启程,智慧教育领航[J].电化教育研究,2018,39(9):5-16.
[7]彭红超,祝智庭.人机协同的数据智慧机制:智慧教育的数据价值炼金术[J].开放教育研究,2018,24(2):41-50.
[8]祝智庭,孙妍妍,彭红超.解读教育大数据的文化意蕴[J].电化教育研究,2017,38(1):28-36.
[9] ZHANG Q,ZHAO D. Data-based reinforcement learning for nonzero-sum games with unknown drift dynamics[J]. IEEE transactions on cybernetics,2018(99):1-12.
[10]吕慈仙,乐传永.高校“三位一体”综合评价招生模式改革的分析[J].教育研究,2014(1):98-104.
[11]熊建辉,俞可.国际大规模教育评估的影响力——以PISA,TIMSS和PIRLS为例[J].人民教育,2014(2):29-33.
[12] PATRICK M,WAGNER R E. From mixed economy to entangled political economy:a paretian social-theoretic orientation[J]. Public choice,2015,164(1-2):103-116.
[13] FLOURIS G,MARROPOULOS A,SPIRIDAKIS J. Personalizing a science unit in the greek curriculum for optimal “Quality”instruction and learning through the use of gardner's theory of multiple intelligences[J]. International journal,2016,5(3-4):41-54.
[14]杜运周.设计思维视角下众创空间的研究:综述与展望[A].中国管理现代化研究会、复旦管理学奖励基金会.第十三届(2018)中国管理学年会.
[15]祝智庭,彭红超.智慧学习生态系统研究之兴起[J].中国电化教育,2017(6):1-10,23.
[16] HWANG W Y,CHANG C B,CHEN G J. The relationship of learning traits,motivation and performance-learning response dynamics[J]. Computers&education,2004,42(3):267-287.
[17] MOON M K,JAHNG S G,KIM T Y. A computer-assisted learning model based on the digital game exponential reward system[J].Turkish online journal of educational technology,2011,10(1):1-14.
[18] ALIER M,CASANY M J. The need for interdisciplinary research on exponential technologies and sustainability[C]//International Conference on Technological Ecosystems for Enhancing Multiculturality. Spain:ACM,2017:85.
[19]容梅,彭雪红.翻转课堂的历史、现状及实践策略探析[J].中国电化教育,2015(7):108-115.
[20]王志军,陈丽,郑勤华. MOOCs的发展脉络及其三种实践形式[J].中国电化教育,2014(7):25-33.
[21]张治,刘小龙,余明华,祝智庭.研究型课程自适应学习系统:理念、策略与实践[J].中国电化教育,2018(4):119-130.
[22]方向,向佐军,盛群力.美国教育系统变革的十项行动——面向21世纪的学校重塑[J].外国教育研究,2015,42(7):58-67.
[23]谢幼如,吴利红,黎慧娟,等.智慧学习环境下小学语文阅读课生成性教学路径的探究[J].中国电化教育,2016(6):36-42.
[24]张华.论“研究性学习”课程的本质[J].教育发展研究,2001(5):14-18.
[25]祝智庭,雒亮.从创客运动到创客教育:培植众创文化[J].电化教育研究,2015,36(7):5-13.
[26]王雪,王志军.多媒体课件中的信息加工整合策略的研究与设计——以初中数学课件“二次函数”为例[J].电化教育研究,2015,36(4):103-107.
[27]林琳,沈书生.设计思维的概念内涵与培养策略[J].现代远程教育研究,2016(6):18-25.
[28]祝智庭,彭红超.深度学习:智慧教育的核心支柱[J].中国教育学刊,2017(5):36-45.
本文系根据祝智庭教授2018年11月30日在华南师大所做报告《追寻智慧教育的理论探思》中的部分内容记录整理而成,黄昌勤团队梳理和充实了内容。