摘要
教师的数字化思维范式是决定教学数字化转型能否走入深水区的深层次因素。该研究首先探讨了数字化教学思维的本质内涵;其次,着眼数字化教学的关键逻辑,回归关于“技术何以化教学”命题的多元理解,归纳并诠释数字化教学思维的范式取向,包括整合思维、驯化思维、化解思维、转化思维;最后,描摹实践情境中教师数字化教学思维的发生逻辑,即教学问题追因,技术回应构思;技术实体抉择,功能意向改造;教技结构调谐,行动模式推演;技术贡献反思,效能迭代优化。以此为教学数字化实践及教师队伍数字化转型提供参考与借鉴。
Teachers’digital thinking paradigm is a deep-rooted factor in determining whether the digital transformation of teaching can move into the deep-water zone.The study firstly discusses the essential connotation of digital teaching thinking;secondly,focusing on the key logic of digital teaching,it returns to the pluralistic understanding of the proposition of“how technology transforms teaching”,and summarizes and interprets the paradigm orientation of digital teaching thinking,including integrative thinking,domestication thinking,dissolving thinking,and transform thinking;lastly,it depicts the occurrence logic of teachers’digital teaching thinking in practical context,i.e.,tracing the causes of teaching problems and conceiving technological needs;choosing the technological products and transforming the functional intention;adjusting the structure of teaching techniques and deducing action modes;reflecting on technological contributions and optimizing the effectiveness iteratively.In this way,it provides reference and learning for the digital transformation of teaching and the digital professional development of teachers.
作者
杨鑫
Yang Xin(Faculty of Education,Northeast Normal University,Changchun 130024,Jilin)
出处
《中国电化教育》
CSSCI
北大核心
2024年第5期53-60,共8页
China Educational Technology
基金
国家社会科学基金“十四五”规划2022年度教育学青年课题“中小学生课业负担的形成机理及大数据精准削减机制研究”(课题编号:CHA220299)研究成果。
关键词
数字化教学思维
教学推理
教师知识
思维范式
发生逻辑
digital teaching thinking
pedagogical reasoning
teachers’knowledge
thinking paradigm
occurrence logic
