摘要
随着5G的应用,融入教育所构成的“5G+智慧教育”,让校园现实空间和数字空间的衔接与转换,优质资源的共享交互,智能教育、教学和生活环境的完善,变得更为便捷,它为实现智慧教育提供了强有力的手段与保障。然而,教师是实现“以信息技术促进教学变革”这一目标的关键与核心。因此,在“5G+智慧教育”的场域中,应更加注重教师教学性支持的知识引领,关注教师工具性支持的导航保障,强化教师社交性支持的融合促进,重视教师情感性支持的情感呵护。基于“5G+智慧教育”视域下教师的基本诉求与理性追问以及教师之于智慧教育之间的应然之态,应进一步确立以支持服务为中心的教育理念,构建智慧教育教师的支持服务体系架构及其动态螺旋式支持服务模式。同时,将该模式应用于实践并发现:在智慧教育过程中,教师提供的支持服务更易被学生感知到,融入技术的支持服务使得学生更加积极主动、学习效果更佳。今后,如何实现“技术+教师”的完美结合,优化教育技术服务机制,助力5G技术下智慧教育的发展,还值得深入探究。
“5G+smart education”,which is integrated into education,makes the connection and conversion of campus real space and digital space,the sharing and interaction of high-quality resources,and the improvement of intelligent education,teaching and living environment more convenient.It provides a powerful means and guarantee for realizing smart education.However,teachers are the key and core to realize the goal of“promoting teaching reform with information technology”.Therefore,in the context of“5G+smart education”,more attention should be paid to the knowledge guidance of teachers’knowledge support,the navigation guarantee of teachers’instrumental support,the integration promotion of teachers’social support,and the emotional care of teachers’emotional support.Based on teachers’basic demands and rational questions from the perspective of“5G+smart education”and teachers’response to smart education,the educational concept centering on support and service is further established,and the framework of teacher support service system and dynamic spiral teacher support service model of smart education are constructed.This model is applied to practice and it is found that:from the perspective of smart education,the support services provided by teachers are more easily perceived by students,and the support services integrated with technology make students more active and have better learning effect.In the future,how to realize the perfect combination of“technology+teacher”,optimize the educational technology service mechanism,and help the development of smart education from the perspective of 5G is still worth in-depth exploration.
作者
杨琴
蒋志辉
何向阳
余剑波
Yang Qin;Jiang Zhihui;He Xiangyang;Yu Jianbo(College of Preschool Educational,Changsha Normal University,Changsha Hunan 410100;College of Information Science and Engineering,Changsha Normal University,Changsha Hunan 410100;Department of Information Science&Engineering,Hunan First Normal University,Changsha Hunan 410205;Institute of Research,Hunan Educational Technology Center,Changsha Hunan 410005)
出处
《远程教育杂志》
CSSCI
北大核心
2020年第1期87-94,共8页
Journal of Distance Education
基金
湖南省2016年度哲学社科基金项目“非独家庭幼儿健全人格发展的教育对策研究”（项目编号:16YBA043）
湖南省教育科学“十三五”规划项目“二胎家庭幼儿健全人格的教育促进实验研究”（项目编号:XJK016BJC006）
湖南省教育厅重点项目“学前优质教育资源区域公建共享路径及机制研究”（课题编号:19A040）阶段性研究成果
