面向数智时代的教科书概念演进及其重构  

On the Conceptual Evolution and Reconstruction of Textbook Toward the Digital and Intelligent Era

作　　者：李云星[1] Li Yunxing(College of Education,Zhejiang Normal University,Zhejiang,Jinhua 321004,China)

机构地区：[1]浙江师范大学教育学院,金华321004

出　　处：《华东师范大学学报（教育科学版）》2024年第12期63-72,共10页Journal of East China Normal University:Educational Sciences

基　　金：浙江省哲学社会科学重点课题“数智时代的道德挑战及其教育应对研究”(24NDJC28Z)。

摘　　要：“教科书”(Textbook)作为教育学基本概念之一,总是关涉知识的选择、排列和表征,被看作是教育教学的对象或内容。教科书的概念革新遵循介质载体与功能效用两条路径,先后出现了电子教科书、数字教科书、智能教科书等概念,不过这些概念都存在“名不符实”以及可供性缺失问题。从教科书能动理论以及新一代教科书技术的实践发展出发,将教科书概念重构为“数智教育体”,特指融合知识领域数字建模、学生及其学习智能诊断与分析以及智能教学系统为一体的数字化-智能化教育能动体。数智教育体的提出,不仅蕴含着新的教育理解和教育理论,还意味着研究问题的更新和研究方法的转换,具有丰富的教育理论意蕴。As one of the basic concepts in pedagogy,“textbook”is always concerned with the selection,ar-rangement and representation of knowledge,and is regarded as the object or content of education and teaching.The conceptual innovation of textbook has followed two paths:medium carrier and functional utility,and the concepts of e-textbook,digital textbook and intelligent textbook have emerged successively,but these concepts all suffer from the problems of“name not reality”and affordance.From the agent theory of textbook and the practical development of new-generation textbook technology,the concept of textbook is reconstructed as“Digital and Intelligent Educa-tion agent”,which refers to the integrating digital modeling of knowledge domains,intelligent diagnosis and analys-is of students and their learning,as well as intelligent teaching systems.The introduction of the new concept not only implies a new understanding and theory of education,but also means the renewal of research problems and the trans-formation of research methods,which is rich in educational theoretical implications.

关 键 词：数智时代 教科书 数智教育体 教育理论意蕴 

分 类 号：G423.3[文化科学—课程与教学论]