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) ›› 2026, Vol. 44 ›› Issue (9): 48-57.doi: 10.16382/j.cnki.1000-5560.2026.09.005

• 教育数智化转型 • 上一篇    下一篇

智能时代的课程文化转型

孙杰远1,2   

  1. 1. 广西师范大学教育学部，桂林541004
    2. 广西高校人文社会科学重点研究基地共生教育研究中心，桂林541004
  • 出版日期:2026-09-01 发布日期:2026-08-29
  • 基金资助:
    国家社会科学基金教育学重大项目“中国教育现代化的理论建构和实践探索研究”（VAA230006）。

The Transformation of Curriculum Culture in the Age of Intelligence

Jieyuan Sun1,2   

  1. 1. Guangxi Normal University, Department of Education, Guilin 541004, China
    2. Symbiotic Education Research Center, Key Research Base for Humanities and Social Sciences in Guangxi Universities, Guilin 541004, China
  • Online:2026-09-01 Published:2026-08-29

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摘要：

智能时代，教育发生深刻变革，变革的核心即在课程文化。人工智能技术作为新时代教育的新型文化驱动要素，正在通过技术平台、技术内核、技术功能与技术效应逐步驱动课程文化发生结构性转型。具体表现为：课程文化在保持赋能与传创目标基础上向认知与发展的学习革命转型；在负载课程知识与活动的同时向内存与外储的知识分类转型；课程文化主体在国家与个体之外更加注重人机协调；课程文化管理从标准与自主样态向强调交互与启润的课程评价范式转变。因应智能时代课程文化转型，我们要重视培养人的数字素养，奠定参与学习革命的意识与能力；通过优化课程资源配置策略、创新课程活动范式，保障知识分类与组织形态变革；坚持人本和谐的过程调控，维护课程评价的人文精神，最终实现技术与人文、效率与温度、智能与德性的和谐统一。

关键词: 课程文化, 文化转型, 中国式教育现代化, 智能时代

Abstract:

In the era of artificial intelligence, education is undergoing profound transformation, with curriculum culture at the core of this change. As a new cultural driving force in the new era of education, artificial intelligence technology is gradually propelling the structural transformation of curriculum culture through its technological platforms, core functions, and effects. This transformation manifests itself in several ways: curriculum culture, while maintaining its goals of empowerment and transmission-innovation, is shifting toward a learning revolution centered on cognition and development; while carrying curricular knowledge and activities, it is transitioning toward a classification of knowledge that balances internalization and external storage; the subjects of curriculum culture are increasingly emphasizing human-machine synergy alongside national and individual dimensions; and curriculum culture management is moving from standardized and autonomous models toward an evaluation paradigm that emphasizes interaction and inspiration.In response to the transformation of curriculum culture in the intelligent era, it is essential to prioritize the cultivation of digital literacy to equip individuals with the awareness and capabilities necessary for participating in learning revolution. This can be achieved by optimizing strategies for curriculum resource allocation and innovating paradigms for curriculum activities to support the restructuring of knowledge classification and organizational forms. Additionally, a human-centered and harmonious process of regulation should be upheld to preserve the humanistic spirit in curriculum evaluation. Ultimately, these efforts aim to realize a seamless integration of technology and humanism, efficiency and warmth, and intelligence and ethics.

Key words: curriculum culture, cultural transformation, Chinese-style education modernization, intelligent era