信息化教学变革的技术向度与本体进路  

The Technology Dimension and Ontological Approach of Information Teaching Reform

作　　者：于翠翠 Yu Cuicui(Faculty of Education,Shandong Normal University,Jinan Shandong 250014,China)

机构地区：[1]山东师范大学教育学部

出　　处：《中国教育科学（中英文）》2021年第5期108-114,共7页Education Sciences in China

基　　金：教育部人文社会科学研究青年基金项目“技术适应背景下教师学习的过程机制研究”(20YJC880116)。

摘　　要：信息化教学变革是信息技术与教学的关系建构过程,依据信息技术的发展特征,信息化教学可以细分出多媒体教学、数字化教学和智能化教学三种典型的实践样态。但在技术支持教学变革的过程中,教学技术的升级并不会必然产生信息化教学创新,忽视教学主体、背离教学本质和强化单向传递的教学结构等困境普遍存在。教学是一个多维交互的系统,信息化教学必须立足顶层设计,通盘考虑人的发展和教学规律,对变革中的技术向度予以体系化制衡,以制度强化信息技术与教学的融创意识,为信息化教学变革提供可能的条件支撑。The reform of information teaching is the process of constructing the relationship between information technology and teaching. According to the development characteristics of information technology, information teaching can be divided into three typical practice patterns: multi-media teaching, digital teaching, and intelligent teaching. However, the progress of teaching technology doesn’t necessarily lead to the innovation of information teaching, there are common dilemmas in the process of teaching reform supported by technology, such as neglecting the teaching subject, deviating from the teaching essence and strengthening the one-way teaching structure. As teaching is a multi-dimensional interactive system, information teaching must base on the top-level design that human development and teaching rules are taking into consideration comprehensively, and the technology dimension in innovation and reform is restricted and balanced systematically. At the same time, in order to provide the possible conditions for information teaching reform, the integration and innovation consciousness of information technology and teaching should be strengthened through the system.

关 键 词：信息化教学 教学技术 教学变革 

分 类 号：G42[文化科学—课程与教学论]