中德两国数字教育平台建设目标定位探究——基于中德相关政策文本的目标模型构建与分析  

Exploring the Target Orientation of the Construction of Digital Education Platforms in China and Germany:Construction and Analysis of a Target Model Based on Relevant Policy Texts of China and Germany

作　　者：费斐 王有升[1] Fei Fei;Wang Yousheng(Normal College,Qingdao University,Qingdao 266071,China)

机构地区：[1]青岛大学师范学院,山东青岛266071

出　　处：《齐鲁师范学院学报》2024年第4期8-15,共8页Journal of Qilu Normal University

摘　　要：教育数字化转型大势所趋下,中国和德国分别建立了国家级数字教育平台,即中国国家智慧教育公共服务平台和德国国家教育数字化平台。通过对两国相关政策文本进行三级编码分析,分别构建出各自的目标定位模型,并在此基础上展开比较分析与逻辑透视。分析结果表明,中德国家数字教育平台拥有共识性目标,具有对教育资源、教育质量的共同关切;但同时二者的定位取向和理性权衡存在着差异,德国国家数字化平台展现出循证取向和工具理性,中国国家智慧教育平台体现出理念取向和价值理性。不过殊途同归,中德国家数字教育平台的目标定位都理应回归本质,牢牢把握教育基本逻辑,建立和谐共生的人技关系,以维护人的主体性与发展性为轴心。The digital transformation of education has become a major trend,and China and Germany have established national digital education platforms,namely,China’s Smart Education of China platform and Germany’s National Education Digitization Platform,respectively.Through the three-level coding analysis of the relevant policy texts of the two countries,the respective targeting models can be constructed,and a comparative analysis and logical perspective can be carried out on this basis.The results of the analysis show that the Chinese and German national digital education platforms share common goals and concerns about education resources and quality.However,there are differences in their orientation and rationality trade-offs,with the German national digitalization platform showing evidence-based orientation and instrumental rationality,and the Smart Education of China platform reflecting conceptual orientation and value rationality.However,both the German and Chinese national digital education platforms should return to the essence of their target orientation,firmly grasp the basic logic of education,establish a harmonious and symbiotic human-technology relationship,and maintain the subjectivity and development of human beings as the axis.

关 键 词：国家数字教育平台 目标定位 教育逻辑 人技关系 循证取向 

分 类 号：G52[文化科学—教育学]