智能时代特殊教育数字化转型——发展机遇、现实挑战与路径举措  

Digital Transformation of Special Education in the Intelligent Era:Development Opportunities,Realistic Challenges,and Path Measures

作　　者：杨屿航 马金晶[1] 曹晓莹 何顺超[1] YANG Yuhang;MA Jinjing;CAO Xiaoying;HE Shunchao(Education Department of Yunnan Normal University,Kunming 650500,Yunnan,China)

机构地区：[1]云南师范大学教育学部,云南昆明650500

出　　处：《安顺学院学报》2024年第3期78-83,共6页Journal of Anshun University

基　　金：云南省乡村教师教育科研素养培育范式研究(AC21005);云南师范大学课程思政示范项目“特殊教育课程与教材研究”(00100205020502079)。

摘　　要：我国特殊教育数字化转型呈现出多学科之间进一步深度融合、特殊教育进一步数字化赋能、数字化资源进一步优质共享、数字化课堂教学进一步变革、残障学生主体性进一步发展等发展趋势。特殊教育数字化转型会遇到本土化特色应当如何建构、教育不公平问题或将加剧、学生创造性被削弱的可能、教师数字素养提升需加紧、数字依赖风险进一步增加等现实挑战。特殊教育数字化转型应树立共同意识,建立相适应的支撑体系;秉承变革内涵,促进特殊学生全面发展;深化主流价值,注重特殊学生情感体验;基于两大角度,协同提升教师数字素养。The continuous development of artificial intelligence and information technology empowering education,the digital transformation of special education in China presents development opportunities such as further deep integration among multiple disciplines,further digital empowerment of special education,further high-quality sharing of digital resources,further transformation of digital classroom teaching,and further development of the subjectivity of disabled students.In the digital transformation of special education,it is inevitable to encounter practical challenges such as how to construct localized characteristics,increasing educational inequality,the possibility of weakening students'creativity,the need to accelerate the improvement of teachers'digital literacy,and the further increase in digital dependence risks.We should establish a common sense and a suitable supporting system in the digital transformation of special education;Adhering to the connotation of change and promoting the successful transformation of special education;Deepen mainstream values and focus on emotional experiences of special students.

关 键 词：智能时代 特殊教育 数字化转型 中国式现代化 

分 类 号：G760[文化科学—特殊教育学]