以数字技术赋能教育可持续发展:价值预设、潜在风险与化解策略——基于联合国教科文组织相关文件的分析  

Enabling Education Sustainable Development with Digital Technology:Value Presupposition,Potential Risk and Solution Strategy—Analysis Based on Relevant UNESCO Documents

作　　者：王维军 Wang Weijun(Zhejiang University,Hangzhou 310058)

机构地区：[1]浙江大学教育学院,杭州310058

出　　处：《当代教育论坛》2024年第1期1-9,共9页forum on contemporary education

基　　金：中国博士后科学基金2023年度第73批面上资助项目“政策转移视角下教育经验对外传播的国际比较和中国路径研究”(编号:2023M732949)的阶段性研究成果。

摘　　要：联合国教科文组织将教育数字化视为实现教育可持续发展的关键举措,以期借助数字技术的力量实现教育的公平性、优质化与终身化。然而,数字技术融于教育领域存在诸多隐患。技术的工具理性僭越教育的价值理性,数字技术鸿沟加大教育不公,数字技术融入教育相关战略缺位等问题的存在,阻碍数字技术赋能教育可持续发展。为此,联合国教科文组织从数字技术的应用原则、政策方针制定、教育主体的数字素养等方面为数字技术赋能教育的可持续发展提供对策建议。UNESCO regards digitization of education as a key strategy to achieve sustainable development of education,in order to make use of the power of digital technology to achieve fairness,quality and lifelong education.However,the integration of digital technology into the field of education has many hidden dangers.The instrumental rationality of technology usurps the value rationality of education,the gap of digital technology increases the inequality of education,and the absence of digital technology in the integration of education strategy and other problems hinder the sustainable development goal of digital technology enabling education.To this end,UNESCO provides countermeasures and suggestions for the sustainable development of digital technology-enabled education from the aspects of the application principles of digital technology,the formulation of policy guidelines,and the digital literacy of educational subjects.

关 键 词：数字技术 教育数字化 可持续发展 联合国教科文组织 

分 类 号：G434[文化科学—教育学] G511[文化科学—教育技术学]