摘要
当前,数字鸿沟已经成为各国推动教育数字化转型的关键瓶颈问题。2024年初,美国发布《缩小数字访问、设计与使用鸿沟的行动倡议——2024年国家教育技术计划》,聚焦美国社会如何缩小教育数字鸿沟,从教育数字资源获取、数字化教育教学设计以及如何使用数字化技术三个方面,阐述美国未来五年的行动规划和指南。该计划重点提出,为应对教育领域中的三种数字鸿沟,应提前绘制三种画像。一是学习者画像,了解未来学习者在大学、职场和社会生活中成功所需的技能和特质。二是教师画像,了解教师需要具备哪些知识和能力,以帮助学生在课堂上培养这些技能。三是学习环境画像,了解为实现系统地帮助教师和学习者发展,如何设计和建设数字基础设施。基于该计划的解读与分析,提出对我国的三点启示:一是加快发展新质生产力,提高全民数字素养和技能;二是全面构建“师—生—环境—区域”融合图谱,提高教育数据治理水平;三是创新人机协同模式,赋能高阶思维发展。
Eliminating the digital divide has become a key bottleneck in promoting the comprehensive digital transformation of education.At the beginning of 2024,the United States released A Call to Action for Closing the Digital Access,Design,and Use Divides-2024 National Educational Technology Plan,which focuses on how American society can bridge the digital divide in education from three aspects:access to educational digital resources,digital education teaching design,and how to use digital technology.It elaborates on the United States’action plan and guidelines for the next five years.The plan focuses on drawing three types of portraits in advance to address the three digital divide in the education sector.One is learner profiling,which aims to understand the skills and traits that future learners will need to succeed in college,the workplace,and social life.The second is teacher profiling,which helps students cultivate these skills in the classroom by understanding the knowledge and abilities that teachers need to possess.The third is the portrait of the learning environment,which can understand how to design and build digital infrastructure to systematically assist teachers and learners in their development.Based on the interpretation and analysis of the plan,three inspirations for China are proposed:firstly,accelerate the development of new productive forces and improve the digital literacy and skills of the entire population;secondly,comprehensively build a“teacher student environment region”integration map,and improve the level of educational data governance;thirdly,innovate the human-machine collaboration mode and empower the development of higher-order thinking.
作者
张海
姜蓉
Hai ZHANG;Rong JIANG(School of Media Science,Northeast Normal University,Changchun 130024,Jilin;School of Information Science and Technology,Northeast Normal University,Changchun 130024,Jilin)
出处
《中国教育信息化》
2024年第5期76-89,共14页
Chinese Journal of ICT in Education
基金
教育部教育管理信息中心教育管理与决策研究服务专项2023年度委托课题“数字教育政策法规国际比较研究及其数据库建设”(编号:MOE-CIEM-20230015)
东北师范大学教师教育“揭榜领题”重大项目(编号:JSJY20220102)
2022年度东北师范大学哲学社会科学中长期研究重大培育项目“人工智能时代未来卓越教师成长机制研究”。
关键词
教育数字鸿沟
数字获取鸿沟
数字设计鸿沟
数字使用鸿沟
教育数字化转型
新质生产力
人机协同
The digital divide in education
Digital access divide
Digital design divide
Digital use divide
Educational digital transformation
New quality productive forces
Human-machine cooperation
