SAMR模型下学生主体性发展的价值意蕴、存在风险及化解之策  

Value Implication,Risks,and Solutions of SAMR Model for Students′Subjectivity Development

作　　者：田春 王朝惠 TIAN Chun;WANG Chaohui(College of Educational Sciences,Qiannan Normal University for Nationalities,Duyun 558000,China)

机构地区：[1]黔南民族师范学院教育科学学院,贵州都匀558000

出　　处：《内蒙古师范大学学报(教育科学版)》2025年第1期56-63,70,共9页Journal of Inner Mongolia Normal University:Educational Science Edition

基　　金：2023年贵州省教育科学规划项目“数字化时代课堂教学空间正义的内在机理与实现路径研究”(2023B049)。

摘　　要：技术的更新迭代推动着教育领域的深刻变革。SAMR作为新型表征技术与教育融合层级的理论模型,在替代、扩增、修改与重构等方面为学生主体性发展注入新动力,带来新的发展机遇。但是,该模型也易使学生主体性发展面临智能替代的隐性让渡、资源扩增的知识污染、精准数据的算法钳制、虚实重构的离身危机等风险。为了更好化解这些风险,可采取如下策略:坚持重塑技术价值理性,确保学生主体性发展的显性澄明;架构思维图式策略,提高学生主体性发展的“知识净化”能力;优化算法识别能力,实现学生主体性发展的“算法强基”;融通虚实交互技术,统摄学生主体性发展的具身体验。Technological advancements are driving profound changes in the field of education.The SAMR(substitution,augmentation,modification,and redefinition)model is a theoretical model at the level of integration between novel characterization technologies and education,which invigorates students′subjectivity development and ushers in new development opportunities.However,with the use of this model,students′subjectivity development is susceptible to some risks:implicit transfer to intelligent substitution,knowledge pollution due to resource expansion,algorithm-dependent obtaining of accurate data,and crisis of disembodiment under redefinition of virtuality and reality.To better address these risks,the following measures are recommended:persisting in reshaping the rationality of technological value to ensure the explicit and clear development of students′subjectivity;formulating the strategy of thinking schema to promote"knowledge purification"during students′subjectivity development;optimizing the algorithm recognition ability to realize a"strong algorithm foundation"for students′subjectivity development;integrating the virtual-real interaction technology to manage the embodied experience of students′subjectivity development.

关 键 词：SAMR模型 学生主体性发展 算法识别 具身体验 教育数字化 

分 类 号：G40[文化科学—教育学原理]