从“技术导向”到“学习导向”——信息技术支持的学与教变革国际发展新动向  

A New Trend of Teaching and Learning Reform Supported by ICT: From“Technology-orientation”to“Learning-orientation”

作　　者：周晓清[1] 汪晓东[1] 刘鲜[1] 李琼[2] 焦建利[1] 

机构地区：[1]华南师范大学未来教育研究中心,广东广州510631 [2]红河学院工学院,云南蒙自661199

出　　处：《远程教育杂志》2014年第3期13-22,共10页Journal of Distance Education

基　　金：教育部-中国移动科研基金(2012)研发项目"教育信息化理论研究"子课题2"教育信息化基本理论与未来趋势研究"(MCM20121011)的资助

摘　　要：信息技术支持的学与教变革是教育信息化系统改革中的关键。我国信息技术支持的学与教,在理论层面已开始由"要素观"逐步转向"生态观",但实践层面的变革思路上存在着"技术导向"的倾向,这导致研究者热衷技术应用而忽视学与教本身。通过对比中外教育信息化政策以及分析新加坡的典型案例,发现国际上学与教变革的新措施均体现出"学习导向"的特征,并有四个主要动向:关注信息时代学习者的能力结构、挖掘教育"大数据"以分析学习者行为、构建个性化网络学习空间以培育新型学习方式、倡导"以学习者为中心"的新型教学模式。我国应将信息技术支持的学与教变革思路逐渐由"技术导向"转到"学习导向"。Learning and teaching reform supported by ICT is the key of the systemic reform of the educational informatization. Our studies on learning and teaching reform supported by ICT have changed from “elements perspective” to “ecology perspective” at the theoretical level. While in the practical level, the reform ideas are still “technology-oriented”, which makes researchers prefer technology application to learning and teaching itself. By comparing the foreign policies of educational informatization and analysis of typical cases in Singapore, it is found that the learning and teaching reform supported by ICT in foreign countries are “learning-oriented”, and mainly focus on four hot topics： paying attention to the learners＆#39;ability structure in the information age; digging “big data” in education for analyzing learners ’ behavior;developing a new learning method by means of building personalized e-learning environment;advocating “student-centered”teaching method. Lastly, it is suggested that the reforming ideas of learning and teaching supported by ICT in China should regress from “technology-orientation”to “learning-orientation”.

关 键 词：教育信息化 学与教变革 教育信息化政策 

分 类 号：G434[文化科学—教育学]