Information Technology Revolution and School Education Reform: Reflection and Prospect

doi:10.16382/j.cnki.1000-5560.2021.07.001

Abstract

Abstract:

The sudden outbreak of an epidemic in 2020 has aroused unprecedented attention to educational technology. From a historical viewpoint, there is indeed an interactive relationship between technological progress and school education. While technology promotes the transformation of teaching forms and methods, it constantly seeks development space from the social needs of education. However, technology has never fundamentally shaken the relationship configuration of tutor-student dialogue in education. Due to certain characteristics of contemporary information technology, some people expect to deconstruct and even subvert all traditional models, but its effect in reality is not ideal. At least for the present and foreseeable future, the information technology revolution may not necessarily bring about a pedagogy revolution. The main factor causing various current paradoxes and dilemmas of modern education lies in the education systematism which embody social structure rather than technology. Technology does not necessarily manifest itself as an emancipatory force. It may promote the amplification and involution of the existing functions of education, and may also cause the attenuation and alienation of the inherent value attributes of education. Therefore, we need to be open and cautiously optimistic about technological intervention and application.

Key words: education technology, school education, online teaching, effect

Guangcai Yan. Information Technology Revolution and School Education Reform: Reflection and Prospect[J]. Journal of East China Normal University(Educational Sciences), 2021, 39(7): 1-15.

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维度	传统教与学理论模式	新的教与学理论模式
主动学习	教师安排活动	学习者自己决定活动安排
	大班教学	小组
	活动变化少	不同的活动安排
	进度按计划	进度由学习者掌控
合作学习	无合作	团队工作
	群体具有同质性	群体具有异质性
	个人应对	彼此支持
创造性学习	复制性学习	创生性学习
创造性学习	根据已知解决问题	寻求解决问题的新方案
整合性学习	理论脱离实践	理论与实践融合
	单独科目	重视科目之间的联系
	学科为本	主题
	一位教师	教师团队
评价性学习	教师主导	学生主导
评价性学习	终结性	诊断性

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