摘要
信息技术与教育的融合是大势所趋,但在理论与实践的层面上还面临着一些困惑与挑战,比如"非显著性差异现象"与"乔布斯之问",均在一定程度上揭示了信息技术与教育融合的历史命运。从"创新扩散模型""技术接受模型""技术成熟度曲线"等技术扩散的理论视角出发来审视与反思当前信息技术在教育领域内的扩散,有助于我们把握信息技术与教育融合的普遍规律,破解技术与教育融合的历史与现实难题。而揭示信息技术与教育融合的适效性与滞后性等特殊性,则可以有效回应"非显著性差异现象",回答"乔布斯之问"。以此为基础,该文对包括大型开放网络课程、翻转课堂、电子书包在内的教育技术创新进行了深度解析,期望能够更进一步地认识信息技术与教育、尤其是正规学校教育融合的长期性与复杂性。
The infusion of ICT and education is an inevitable trend, but, facing with some theoretical and practical problems and challenges. For instance, the ＂non-significant difference phenomenon＂ and ＂the question of Steven Jobs＂, to some extent, reveal the historical destiny of the infusion of ICT and education. Examining and reflecting on the technology diffusion in educational field from the perspectives of Innovation Diffusion, Technology Acceptance Model and Hype Cycle, would help us to grasp the universal law of the infusion of ICT and education, and crack the historical and realistic problems of infusing ICT into education. Investigating the adaptive efficiency and the lag effect of the infusion of ICT and education could respond to the ＂non-significant difference phenomenon＂ and answer ＂the question of Steven Jobs＂. On this basis, this paper deeply analyzed the educational technology innovation, including MOOC, flipped classroom, and e-schoolbag, expecting to further understand the complexity and long-term process of the infusion of ICT and education, especially the regular school education.
出处
《中国电化教育》
CSSCI
北大核心
2015年第4期1-6,19,共7页
China Educational Technology
基金
教育部哲学社会科学研究重大课题攻关项目“信息技术支持下的教育教学模式研究”(项目编号:14JZD044)的研究成果之一
