回归教育学的精准教学--走向人机协同  

Precision Teaching Returning to Pedagogy-Towards Human-Machine Cooperation

作　　者：王良辉[1] 夏亮亮 何文涛 WANG Lianghui;XIA Liangliang;HE Wentao(Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province,Zhejiang Normal University,Jinhua Zhejiang 321004)

机构地区：[1]浙江师范大学浙江省智能教育技术与应用重点实验室,浙江金华321004

出　　处：《电化教育研究》2021年第12期108-114,共7页E-education Research

基　　金：全国教育科学规划2016年度教育部重点课题“数据驱动的精准教学模型建构及其实证研究”(课题编号:DCA160262)。

摘　　要：近年来,精准教学作为人工智能、大数据技术在教育领域的典型应用,得到了快速的发展,但也存在脱离甚至违背教育初衷的隐忧。为弥补当前精准教学的这一不足,促使人工智能更好地推动教育教学改革,文章在反思传统的精准教学和大数据支持下的精准教学的基础上,提出了回归教育学的精准教学,并以人机协同为主要特点构建了一种新的精准教学模式。该模式将精准教学细分为精准导学、精准目标、精准研学、精准诊断、精准干预、精准反馈、精准评估、精准反思和精准拓展等九个方面,并以人机协同作为首要原则对整个模式进行了架构。In recent years,precision teaching,as a typical application of artificial intelligence and big data technology in the field of education,has been developed rapidly,but there are also some hidden worries that it goes against the original intention of education.In order to make up for the deficiency of current precision teaching and better promote the educational reform through artificial intelligence,this paper,based on the reflection of traditional precision teaching and precision teaching supported by big data,puts forward a precision teaching returning to pedagogy,and constructs a new precision teaching model mainly featured by human-machine collaboration.This model divides precision teaching into nine aspects of precision learning,precision goal,precision research,precision diagnosis,precision intervention,precision feedback,precision assessment,precise reflection and precision expansion,and frames the whole model primarily based on the principle of human-machine cooperation.

关 键 词：精准教学 人机协同 教育大数据 教学模式 

分 类 号：G434[文化科学—教育学]