[1]王竹立.面向智能时代的知识观与学习观新论[J].远程教育杂志,2017,(03):003-10.[doi:10.15881/j.cnki.cn33-1304/g4.2017.03.001]
　Wang Zhuli.A New View on Knowledge and Learning Facing the Era of Intelligence[J].Distance Education Journal,2017,(03):003-10.[doi:10.15881/j.cnki.cn33-1304/g4.2017.03.001]
点击复制

面向智能时代的知识观与学习观新论()
分享到：

《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2017年03期
页码:
003-10
栏目:
前沿探索
出版日期:
2017-05-15

文章信息/Info

Title:
A New View on Knowledge and Learning Facing the Era of Intelligence
作者:
王竹立
中山大学 现代教育技术研究所，广东广州 510275
Author(s):
Wang Zhuli
Modern Education Technology Institute, Sun Yat-sen University, Guangzhou Guangdong 510275
关键词:
软知识; 碎片化学习; 关联主义; 新建构主义; 智能时代; 互联网+
Keywords:
Soft knowledge;  Fragmentation learning;  Connectionism;  New constructivism;  Intelligent era;  Internet plus
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2017.03.001
文献标志码:
A
摘要:
知识可分为两种，一种是软知识，一种是硬知识。对于软知识，至少有三种不同的理解。区别软知识和硬知识最主要的指标是知识的稳定性。稳定性又包含三层含义：一是结构的稳定性，二是内容的稳定性，三是价值的稳定性。由于网络与信息技术的飞速发展，在信息技术相关领域软知识大量涌现。在面向智能时代的今天，什么是软知识、如何看待软知识、软知识与碎片化知识的异同、学习软知识需要哪些新理念、新策略以及认识软知识有何现实意义等问题，对今天的一个学习者而言已变得越来越重要。
Abstract:
Knowledge can be divided into two kinds, one is soft knowledge, the other is hard knowledge. There are at least three different understandings of soft knowledge. The most important index to distinguish soft knowledge and hard knowledge is the stability of knowledge. Stability includes three meanings: first, the stability of the structure, the stability of the content of the two, the stability of the value of the three. Due to the rapid development of network and information technology, a lot of soft knowledge emerges in the field of information technology. Facing the era of intelligence, what is knowledge, how to treat the soft knowledge, similarities and differences between soft knowledge and fragmented knowledge, the new concept and strategy for learning soft knowledge, the realistic meaning of understanding soft knowledge and other issues, which to a learner has become more and more important.

相似文献/References:

[1]王竹立.移动互联时代的碎片化学习及应对之策——从零存整取到“互联网+”课堂[J].远程教育杂志,2016,(04):009.[doi:10.15881/j.cnki.cn33-1304/g4.2016.04.002]
　Wang Zhuli.Fragmentation of Learning and Its Countermeasures in Mobile Internet Era: From “Fixed Deposit by Installments” Learning Strategies to "Internet +" Classroom[J].Distance Education Journal,2016,(03):009.[doi:10.15881/j.cnki.cn33-1304/g4.2016.04.002]
[2]马 爽,胡凡刚.从知识汲取到“转识成智”：智能化时代慕课（MOOCs）的价值走向[J].远程教育杂志,2018,(06):011.[doi:10.15881/j.cnki.cn33-1304/g4.2018.06.002]
　Ma Shuang,Hu Fangang.From Knowledge to Wisdom:The Value Trend of MOOCs in the Age of Intelligence[J].Distance Education Journal,2018,(03):011.[doi:10.15881/j.cnki.cn33-1304/g4.2018.06.002]
[3]王竹立.再论面向智能时代的新知识观——与何克抗教授商榷[J].远程教育杂志,2019,(02):045.[doi:10.15881/j.cnki.cn33-1304/g4.2019.02.006]
　Wang Zhuli.Another Discussion about “the New Perspective on Knowledge” Facing the Age of Intelligence: Consult with Professor He Kekang[J].Distance Education Journal,2019,(03):045.[doi:10.15881/j.cnki.cn33-1304/g4.2019.02.006]
[4]艾 兴,赵瑞雪.人机协同视域下的智能学习：逻辑起点与表征形态[J].远程教育杂志,2020,(01):069.[doi:10.15881/j.cnki.cn33-1304/g4.2020.01.007]
　Ai Xing,Zhao Ruixue.Intelligent Learning in the Vision of Human-Machine Collaboration: Logical Starting Point and Representation Form[J].Distance Education Journal,2020,(03):069.[doi:10.15881/j.cnki.cn33-1304/g4.2020.01.007]

更新日期/Last Update: 2017-05-15