元宇宙的教育实践价值与目标路径辨析  

Metaverse for education:practical value and development objectives

作　　者：雒亮[1] 祝智庭[2] Liang Luo;Zhiting Zhu

机构地区：[1]新疆师范大学教育科学学院、新疆维吾尔自治区文科基地“新疆教师教育研究中心””,830017 [2]华东师范大学开放教育学院,200062

出　　处：《中国远程教育》2022年第6期1-10,76,共11页Chinese Journal of Distance Education

基　　金：教育部人文社会科学研究2016年度一般项目“创客教育学习环境的构建与应用模式研究”(项目编号:16YJC880055);新疆维吾尔自治区哲学社会科学2020年度一般项目“稳疆兴疆背景下新疆高校博士青年教师引入制度与稳定机制研究”(项目编号:20BJYX122)。

摘　　要：疫情持续影响世界,元宇宙成为世界各国重视的创新驱动力。我国十四五规划和2035年远景目标提出建设数字中国的构想,教育生态进入教育信息化2.0发展阶段,教育新基建拉开帷幕。本研究分析总结了元宇宙的核心特质,总结了其对人类社会发展的四点影响,结合芬兰Ki Va项目和国内创客教育微观实践案例,基于技术哲学等视角分析元宇宙的教育实践价值与可能性,认为教育元宇宙是可行的教育信息化创新实践目标,并从建设目标、理念和思路,技术,学习理论,数据主权、安全和隐私保护,法律法规,以及社会文化建设等方面,提出以构建教育元宇宙为目标的发展路径,建议相关研究实践先行,在做中迭代发展,以最终实现规划方向科学务实、资源整合协调有序、实践过程绩效优先的整体效果。As COVID-19 continues to plague the world, Metaverse has been seen as a driving force for innovation around the world. Building Digital China is among the priorities of China’s 14 th Five-Year Plan and Long-Range Objectives through the Year 2035. In response to this objective is the emergence of Education Informatization 2.0. The New Educational Infrastructure Movement is now underway to speed up the process. This article analyzes the core characteristics of Metaverse and its influence on human society development in four aspects. Drawing lessons from the Finnish Ki Va Project and China’s Maker Education practice, it expounds on the value and feasibility of using Metaverse for education from the perspective of the philosophy of technology with the conclusion that Metaverse for education can be conducive to innovative educational informatization practices. It also argues for the construction of Metaverse for education in terms of objectives and conceptualization, technology, learning theory, data ownership, security and privacy protection, law and regulations, and sociocultural development. Suggestions are discussed on the implementation of Metaverse for education.

关 键 词：教育元宇宙 教育信息化 教育新基建 教育数字化 下一代互联网 虚拟学习空间 技术哲学 具身学习 

分 类 号：G434[文化科学—教育学]