如何运用技术解锁未来教育与学习?如何运用网络为数字原住民升级当前教育系统,使之从原有的项目制学习过渡到当下的挑战式学习?这是中美两国学界共同关心的未来教育话题。通过对中美两国教育改革历史追溯与现实困惑的比较发现:中美文化与政策制度差异是两国教育改革形态不同的主要原因,但即便如此,两国社会与教育的关注点正从“教”转向“学”,教育变革对人的依赖性正越来越强,未来教育将共同向教育生态系统升级、校内外教育资源融合、构建多元学习中心构建等目标发展。不断完善现代学习内容并寻找最佳学习效应点,对促进我国未来教育与学习的发展具有重要意义。
How to use technology to unlock future education and learning? How to use the network to upgrade the current education system for digital natives to move from the original Project-Based Program to the current Challenge-Based Program? This is the future education topic that the academic circles of Chinese and American are concerned about. By comparing the historical traces and the actual dilemmas of education reform between China and America, it is found that the main reasons for the different forms of education reform between the two countries are culture and policy systems, but even so, the social and educational concerns of the two countries are changing from “teaching” to “learning”, education reform is becoming more and more dependent on people. Future education will develop towards educational ecosystem, integrated educational resources inside and outside the school, and constructing multi-learning centers. Constantly improving modern learning content and finding the best learning effect points is of great significance to promoting the development of future education and learning in China.
约翰·库奇,贾森·汤, 栗浩洋. (2019). 学习的升级(徐烨华译). 杭州: 浙江人民出版社.
朱永新, 等. (2017). 人工智能与未来教育笔谈(上). 华东师范大学学报(教育科学版),35(04),15-30
朱永新. (2019a). 未来学校. 北京:中信出版社.
朱永新. (2019b). 未来已来, 学校将面临转型. 中国社会科学报, 2019−01−03(006).