华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2023, Vol. 41 ›› Issue (3): 36-44.doi: 10.16382/j.cnki.1000-5560.2023.03.004

• 理论与原则 • 上一篇    下一篇

教育数字化转型的本质：从技术整合到人机融合

蔡连玉, 金明飞, 周跃良   

  1. 浙江师范大学教育学院/浙江省智能教育技术与应用重点实验室，浙江金华 321004
  • 接受日期:2023-01-06 出版日期:2023-03-01 发布日期:2023-03-01
  • 基金资助:
    浙江师范大学教育学院开放研究基金资助（jykf22032）

The Essence of Education Digital Transformation: From Technology Integration to Human-machine Fusion

Lianyu Cai, Mingfei Jin, Yueliang Zhou   

  1. College of Education/Key Laboratory of Intelligent Education Technology and Applicaton of Zhejiang Province, Zhejiang Normal University, Zhejiang Jinhua, 321004, China
  • Accepted:2023-01-06 Online:2023-03-01 Published:2023-03-01

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摘要：

探寻教育数字化转型质的规定性是有效推进转型实践的认识基础。信息技术整合提升了信息分享效率，但客观上带来了技术与教育主体（教师、学生、管理者）的分离，不能实现机器智能与人类智能的汇集融合。作为理论范式的教育“技术整合”认为，信息技术教育应用是一个通过技术与课程的“物物整合”，革新教学内容呈现，注重知识推送，促进学生知识获取，从而提升工业化“教育生产”效率的过程。“技术整合”范式在本体论、方法论、认识论与价值论四个维度都存在限度，难以满足教育数字化转型的价值创造需求。教育数字化转型的本质指向是“人机融合”，这一新范式认为，信息技术教育应用是一个通过教育主体与机器的“人机融合”，利用人机协同，汇集机器智能与人类智能，促进学生心智成长，从而实现“大规模因材施教”的过程。这一范式遵循了现代教育理念，是教育数字化转型的理论基础。实现教育数字化转型需要基于“人机融合”理念：（1）通过整体流程再造，实现教育全系统数智驱动；（2）通过新型能力建设，实现教育人机一体化；（3）通过系统优化创新，实现价值体系的重构；（4）通过组织专项研发，实现技术的教育性提升。

关键词: 教育数字化转型, 转型本质, 技术整合, 人机融合

Abstract:

Exploring the qualitative prescriptive nature of education digital transformation is the cognitive basis for effectively promoting transformation practices. Information technology enhances the efficiency of information sharing, but objectively brings about the separation of technology from educational subjects (teachers, students, and administrators) and fails to achieve the convergence and fusion of machine intelligence and human intelligence. As a theoretical paradigm, “education technology integration” believes that the application of information technology in education is a process of improving the efficiency of industrialized “educational production” through the “integration of things and things” between technology and curriculum, innovating the presentation of teaching content, focusing on knowledge push, and facilitating students’ knowledge acquisition. The “technology integration” paradigm has limitations in the four dimensions of ontology, methodology, epistemology and axiology, and it is difficult to meet the value creation needs of education digital transformation. The essence of education digital transformation points to “human-machine fusion”. This new paradigm believes that the application of information technology in education is a process of “human-machine fusion” between educational subjects and machine, using human-machine collaboration to bring together machine intelligence and human intelligence to promote students’ mental growth, thus realizing “teaching students in accordance with their aptitudes on a large scale”. This paradigm follows the modern educational philosophy and is the theoretical basis for education digital transformation. Pushing education digital transformation needs to be based on the paradigm of “human-machine fusion”, and: (a) realize the digital-intelligence drive of the education system by the overall process of reengineering; (b) realize the human-machine fusion of education through new capacity building; (c) realize value system reconstruction by system optimization & innovating; (d) realize the educational function improvement of technology by organizing special researches and developments.

Key words: education digital transformation, essence of transformation, technology integration, human-machine fusion