摘要
数字时代的来临,使得知识的获取在信息技术的加持下发生了巨大的形变,学生得以突破时空、物质条件等场外因素窠臼,在最大限度地实现知识获取的均衡性与简易性。对于这种数字化浪潮给学生带来的知识际遇,可概括为“教育公平统摄下知识的‘易得’与‘均衡’”;“学习社会建构中知识的‘降调’与‘普适’”;“多模态信息境态下知识的‘体验’与‘交互’”。由此,知识之于学生是否真的越多越好?在理性抗辩中,需看到数字化反噬所带来的知识过载现象,即为“知识碎片化下学生学习重心的‘失位’”“知识冗杂化下学生的焦点‘越位’”“知识迷惑化下学生学习锚点的‘错位’”。进而,针对知识过载的应对策略既要洞悉数字知识的可为与能为,也要思索其中的限度与盲区。对此,应“以大概念统摄知识框架”“以项目引领知识呈现”“以情境外化知识呈现”,由此探求数字时代知识学习的新路向。
Under the support of information technology,the acquisition of knowledge have a huge deformation,students can break through the limitations of time and space,material conditions and other off-site factors to achieve the maximum balance and simplicity of knowledge acquisition.The digital wave brings to students knowledge circumstance,that means“the knowledge‘easy’and‘balanced’”under education fairness;“the‘descending tone’and‘universality’of knowledge in social construction”;“the‘experience’and‘interaction’of knowledge in multimodal information context”.But is it true that more knowledge is better for students?In rational defense,it is necessary to see the phenomenon of knowledge overload,which is“the dislocation of students’learning focus under knowledge fragmentation”,“the focus of students under the knowledge jumbled‘offside’”,“the‘dislocation’of students’learning under the knowledge confusion”.Furthermore,the“knowledge blowout”tends to the limit of students’cognitive load.To cope with knowledge overload,we should not only understand the possibilities and capabilities of digital knowledge,but also consider its limitations.In this regard,we should“control knowledge framework with big concepts”,“lead knowledge presentation with projects”and“externalize knowledge presentation with situations”,so as to explore a new way in the digital age.
作者
田莉
胡嘉康
钟丽
Tian Li;Hu Jiakang;Zhong Li(Yunnan Normal University)
出处
《当代教育科学》
北大核心
2022年第12期47-53,共7页
Contemporary Education Sciences
基金
2018年全国教育科学规划一般项目“教育评价的实践思维转向研究”(项目编号:BAA180018)
2021年云南省教育科学规划项目“‘五育融合’视阈下农村学校教师评价体系更新研究”(项目编号:BFJSJY001)的研究成果之一。
关键词
数字化浪潮
知识过载
项目式学习
Digital wave
Knowledge overload
Project-based learning
