[1]郑旭东.智慧教育2.0:教育信息化2.0视域下的教育新生态——《教育信息化2.0行动计划》解读之二[J].远程教育杂志,2018,(04):011-19.[doi:10.15881/j.cnki.cn33-1304/g4.2018.04.003]
 Zheng Xudong.Smart Education 2.0: The New Education Ecology of the Perspective of Education Informatization 2.0: The Interpretation of Education Informatization 2.0 Action Plan(2)[J].Distance Education Journal,2018,(04):011-19.[doi:10.15881/j.cnki.cn33-1304/g4.2018.04.003]
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智慧教育2.0:教育信息化2.0视域下的教育新生态——《教育信息化2.0行动计划》解读之二()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2018年04期
页码:
011-19
栏目:
本期特稿
出版日期:
2018-07-12

文章信息/Info

Title:
Smart Education 2.0: The New Education Ecology of the Perspective of Education Informatization 2.0: The Interpretation of Education Informatization 2.0 Action Plan(2)
作者:
郑旭东
华东师范大学 教育信息技术学系,上海 200062
Author(s):
Zheng Xudong
Department of Education Information Technology, East China Normal University, Shanghai 200062
关键词:
教育信息化2.0智慧教育智慧教育2.0人工智能智能教育教育生态
Keywords:
Education Informatization 2.0Smart Education Smart Education 2.0 Artificial Intelligence Intelligence Education Education Ecology
分类号:
G434
DOI:
10.15881/j.cnki.cn33-1304/g4.2018.04.003
文献标志码:
A
摘要:
在教育信息化1.0阶段,研究者主要是从技术中介、人才培养和系统/生态三种取向来理解智慧教育1.0;实践者(IBM公司、韩国政府和国内部分省市)开展的智慧教育1.0也存在较大差异,但总体上也体现了以上三种取向。从生态系统的视角来看,发展人工智能时代的智慧教育2.0,有“大系统”和 “小系统”两个层面的考量。从“大系统”来看,发展智慧教育2.0旨在服务社会生态系统和教育自身系统;从“小系统”来看,智慧教育2.0旨在使其内部生态实现数据驱动的有序循环、开放促成的动态平衡、不同教育无缝衔接,以及生态种群成为“产消者”。另外,智慧教育2.0与教育信息化2.0在内涵特征方面基本相近,并且《教育信息化2.0行动计划》其他七个“行动”要实现的目标也都指向发展智慧教育2.0。可见,智慧教育2.0就是教育信息化2.0阶段要发展的教育新生态。在今后智慧教育2.0的创新发展中,应探索“三通两平台”的智能化升级和创新应用,探索优质教育资源服务的创新供给模式与机制,推动数据驱动的教育顶层设计和管理决策,坚持智慧教育2.0与智慧城市系统的全向融合发展。
Abstract:
In the education informatization 1.0 period, there is still no consensus on the connotation of Smart Education. Researchers mainly understand it from the perspectives of technology intermediary, talent development, and system/ecology. Although there are great differences in the development of smart education among IBM, Korean, and some of China’s provinces or cities, it reflects the above three perspectives. From the perspective of an ecosystem, developing smart education in the age of artificial intelligence has two considerations. First, the development of smart education 2.0 is to serve social ecosystem and education system itself. Second, smart education 2.0 aims to achieve an orderly cycle of data-driven internal ecology, a dynamic balance of open-enabled, different education seamlessly, and ecological populations become producers and consumers. In addition, smart education 2.0 and education informationization 2.0 are basically similar in terms of connotation characteristics, and the goals to be achieved by other “actions” of the Education Informatization 2.0 Action Plan are also to develop smart education 2.0. Therefore, smart education 2.0 is the new education ecology of the era of education informatization 2.0. In the future development of smart education 2.0, we should explore the intelligent upgrades and innovative applications of Connect-SCS project, explore the innovative supply models and mechanisms of educational resource services, promote the education top-level design and management decisions by data-driven, promote the integration of smart education 2.0 and smart city.

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备注/Memo

备注/Memo:
基金项目:本文系教育部科技管理战略研究课题“省域内网络学习空间建设运维及数字教育资源共享相关机制与方案研究”(课题编号:2015XX07)的研究成果之一。
更新日期/Last Update: 1900-01-01