数智化赋能教师教育研究的动因、表征及限度  

Digital Intelligence-empowered Teacher Education:Motivation,Characterization and Limitations

作　　者：张静 ZHANG Jing(La Consolacion University Philippines,Malolos 3000,Philippines)

机构地区：[1]菲律宾莱康大学,菲律宾马洛洛斯3000

出　　处：《黑龙江高教研究》2024年第9期125-130,共6页Heilongjiang Researches on Higher Education

摘　　要：数智化赋能教师教育研究能够有效推动教师教育研究科学化发展,但也需警惕教师教育研究数智化过程中存在的各类问题。通过对数智化赋能教师教育研究的内涵、动因、表征及其限度进行系统分析发现:数智技术跃迁式发展、教师教育治理体系现代化以及教师教育研究科学化是数智化赋能教师教育研究发展的关键动因,具体表征为研究主体由单一向多元转变、研究客体由主观向客观延展、研究目的由因果向相关探寻、研究方法由分析向综合深化。在数智化赋能教师教育研究过程中,需要警惕唯数据主义、人文主义缺失、数据安全等限度并予以应对,以保障数智化赋能教师教育研究的发展质效,从而更好推动教师教育高质量发展。Digital intelligence empowers teacher education research can effectively promote the scientific development of teacher education research,but it is also necessary to be vigilant against various problems in the process of digital intelligence in teacher education research.Through a systematic analysis of the connotation,motivation,characterization and limitations of digital intelligence empowering teacher education research,it is found that the leapfrog development of digital intelligence technology,the modernization of teacher education governance system and the scientific research of teacher education are the key driving forces for the development of teacher education research empowered by digital intelligence,which are specifically characterized by the transformation of research subjects from single to plural,the extension of research objects from subjective to objective,the research purpose from causality to correlation exploration,and the deepening of research methods from analysis to synthesis.In the process of digital intelligence empowerment teacher education research,it is necessary to be vigilant against the limitations of data-only ism,lack of humanism,data security,etc.,so as to ensure the quality and efficiency of the development of digital intelligence empowerment teacher education research,so as to better promote the high-quality development of teacher education.

关 键 词：数智化赋能 教师教育研究 动因 表征 限度 

分 类 号：G650[文化科学—教育学]