智能时代教师设计思维培养:逻辑向度与困境纾解  

Cultivating teachers’ design thinking in the intelligent age:logical perspectives and dilemma solutions

作　　者：张蓉菲 田良臣[1] 马志强 Rongfei Zhang;Liangchen Tian;Zhiqiang Ma

机构地区：[1]江南大学教育学院,214122 [2]江苏“互联网+教育”研究基地,214122

出　　处：《中国远程教育》2022年第4期55-64,77,共11页Chinese Journal of Distance Education

基　　金：教育部新文科研究与改革实践项目“新文科视域下综合性大学教师教育改革与实践(20210850)”的阶段性研究成果。

摘　　要：在智能时代,技术赋能教育教学的方式与内容不断更新,智能教育创新发展在一定程度上呼唤教师设计思维的有效培育。基于教师设计思维的内涵诠释,提出智能时代教师设计思维培养的逻辑向度,发现智能时代教师设计思维培养面临一定困境:一是机器学习机械化挖掘认知经验,忽视教师设计思维的情境化培养;二是过度依赖智能运算技术,易生成僵硬的线性思维;三是智能教育资源同质化推送,削弱教师创造能动性与热情;四是智能空间感知受困于浅层情感捕捉,忽视教师的情感互动和体验。据此,提出智能时代背景下教师设计思维的培养建议:一是在反思性情境中培养教师的创新知能,构建与直接经验关联的设计思维模式;二是增强教师对智能教育的理解与批判力,培育兼具“软”“硬”技能的设计者;三是树立理性批判与价值融合的资源观,构建“智能+资源设计”服务体系;四是加强情感互动与人文关怀,设计共享创意的智能教育空间。In the intelligent age, technology-enabled education keeps evolving in terms of method and content,resulting in innovative development of intelligent education which requires effective cultivation of teachers’ design thinking. This article interprets what design thinking means and proposes looking at contemporary teachers’ design thinking cultivation from a logical perspective. It also identifies dilemmas to be resolved.Several solutions are proposed in response to these dilemmas. First, reflection-encouraging environments should be created to develop teachers’ creative knowledge and ability so as to construct a design thinking model related to direct experience. Second, teachers should improve their understanding and be more critical, of intelligent education, becoming designers equipped both with “soft” and “hard” skills.Third, an approach of rational criticality and value integration should be taken to educational resources,establishing an Intelligent Plus resource design service system. Finally, emotional interaction and humanistic care should be strengthened, forming an intelligent education space for sharing creativity.

关 键 词：人工智能 教师设计思维 逻辑向度 教师教育 智能教育 资源设计 教学空间设计 协作设计 共享空间 

分 类 号：G451.2[文化科学—教育学]