基于知识惯性的在线教学知识创新研究  

Research on the Online Teaching Knowledge Innovation Path Based on Knowledge Inertia

作　　者：杨琳[1] 吴鹏泽[2] YANG Lin;WU Peng-ze(Center of Network and Modern Educational Technology,Guangzhou University,Guangzhou,Guangdong,China 510006;School of Educational Information Technology,South China Normal University,Guangzhou,Guangdong,China 510631)

机构地区：[1]广州大学网络与现代教育技术中心,广东广州510006 [2]华南师范大学教育信息技术学院,广东广州510631

出　　处：《现代教育技术》2021年第12期77-84,共8页Modern Educational Technology

基　　金：广东省哲学社会科学“十三五”规划一般项目“在线深度学习影响因素及评价机制研究”(项目编号:GD18CJY01);教育部人文社会科学研究规划基金“价值共创视角下在线教育平台中知识传播与学习行为研究”(项目编号:18YJA880091);广州市哲学社会科学发展“十三五”规划一般课题“面向深度学习的教师信息化教学能力提升策略及效果研究”(项目编号:2018GZYB126)的阶段性研究成果。

摘　　要：新冠肺炎疫情期间,我国在短时间内实现了在线教学的全覆盖。然而,疫情期间的在线教学带有传统教学的诸多痕迹。在此背景下,文章基于知识惯性的二维模型,确定了知识惯性分析的五个维度,并对疫情期间的三类在线教学模式的知识惯性进行了分析,发现在线教学创新不足是受到了传统教学知识惯性的影响。在此基础上,文章从教师个体创新、学校组织创新和知识内外化过程三个方面,提出了后疫情时代基于知识惯性的在线教学知识创新路径,旨在为在线教学的发展提供路径指导。During the period of COVID-19,our country has achieved full coverage of online teaching in a short period of time.However,online teaching during the epidemic bears many traces of traditional teaching.Under this background,based on the two-dimensional model of knowledge inertia,this paper determined the five dimensions of knowledge inertia analysis,and analyzed the knowledge inertia of three kinds of online teaching models during the epidemic period.It was found that the insufficiency of the innovation of online teaching was the result of traditional teaching knowledge inertia.Based on this,the online teaching knowledge innovation path was put forward from the three aspects of teachers’individual innovation,school organization innovation and knowledge creation process,expecting to provide path guidance for the development of online teaching.

关 键 词：知识惯性 在线教学 知识创新 路径 

分 类 号：G40-057[文化科学—教育学原理]