智慧学习服务内涵、特征及体系框架研究  

Research on the connotation, features and conceptual framework of support services for smart learning

作　　者：赵苗苗 陈琳[1] 

机构地区：[1]江苏师范大学教育学部

出　　处：《中国远程教育》2016年第3期17-21,79,共5页Chinese Journal of Distance Education

基　　金：国家社科基金教育学国家一般课题"促进学习方式转变的信息化学习环境研究"(课题批准号:BCA120025);江苏省大学生2014年度创新项目"信息化促进高位均衡的理论与实践"(项目编号:KYLX_1416);江苏高校优势学科建设工程资助项目"江苏师范大学教育学省优势学科建设"(苏政办发〔2014〕37);江苏省科技基础设施建设计划项目"江苏省教育信息化工程技术研究中心"(项目编号:BM2013224)之阶段研究成果

摘　　要：智慧教育发展方兴未艾,智慧学习服务应运而生。本研究对智慧学习服务的内涵、特征以及体系框架进行理论探讨:提出了智慧学习服务的内涵,并与数字化学习服务进行比对;探讨了智慧学习服务的特征,包括人性化交互、能力导向的评价、一站式系统化体验的教育层面特征和智能感知、个性预知、流动调整、虚实交融的技术层面特征;构建了智慧学习服务的体系框架,该体系框架包括一个依托、两种终端、三个智库、四类服务和五种身份。Smart education is gaining momentum, hence the need for adequate services to support smart learning. This paper set out to define the connotation, features and conceptual framework of smart learning support services by comparing support services for smart learning and for digital learning. Pedagogically, smart learning support services are found to be characterized by humanized interaction, competence-oriented evaluation, and one-stop systemic experience. Technically, they have such features as intelligent perception, personalized prediction, dynamic adjustment and integration of virtual and real environments. A conceptual framework of smart learning support services is proposed which is based on a smart environment. This framework has two terminals(for teaching and autonomous learning) and three databases(for user information, learning resources and evaluation), offers four services(i.e. conventional,individualized, intelligent and featured services), and caters to five types of users(professor, teacher, parent, assistant and partner).

关 键 词：创新能力培养 智慧化 教育均衡 智慧学习服务 

分 类 号：G40-057[文化科学—教育学原理]