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): 45-51.doi: 10.16382/j.cnki.1000-5560.2023.03.005

• 理论与原则 • 上一篇    下一篇

理解数字化时代的学校公共空间——教育数字化转型的实践难题

靳彤, 李亚芬   

  1. 四川师范大学基础教育研究院，成都 610066
  • 接受日期:2023-01-06 出版日期:2023-03-01 发布日期:2023-03-01

Understanding the School Public Space in the Digital Age:Practical Problems of Digital Transformation of Education

Tong Jin, Yafen Li   

  1. Institute of Basic Education, Sichuan Normal University, Chengdu 610066, China
  • Accepted:2023-01-06 Online:2023-03-01 Published:2023-03-01

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摘要：

学校是一种特殊的公共空间，数字技术应用于学校教育导致了学校公共空间呈现物理空间和数字空间并存的形态。理解数字化时代的学校公共空间，需要重新审视数字空间中的学校边界、课程及人。“互联网+学校”拓宽了学校公共空间，也凸显了学校的关系性。师生关系永远是学校的核心关系。在数字空间中划定学校边界的依据是教育目标，划定人是教师；随着人工智能的高度发达，教师会不会被人工智能取代已由技术问题转向伦理问题；目前急需整体提高教师的数字素养，而不仅仅是信息技术能力；目前数字课程建设重点已从关注资源转向关注人。

关键词: 数字化转型, 公共空间, 数字空间, 数字素养

Abstract:

School is a special public space. The application of digital technology in school education leads to the coexistence of physical space and digital space in school public space. To understand the school public space in the digital age, we need to re-examine the school boundaries, curriculum and people of the digital space. “Internet + School” broadens the public space of schools and restores the concept of school. In the digital space, the boundaries of schools are defined based on the educational goals by teachers. With the highly developed artificial intelligence, the question that whether teachers would be replaced by artificial intelligence has turned from a technical issue to an ethical one. There is an urgent need to improve teachers’ digital literacy as a whole, not just their IT skills. At present, the focus of digital curriculum construction has shifted from resource construction to people.

Key words: digital transformation, public space, digital space, digital literacy