教育数字化转型的本质探析与研究展望
随着数字技术的发展与应用，教育数字化转型对教育创新和变革的价值日益凸显。然而，不可否认，尽管数字化转型一词很早便已被提出，但教育数字化转型还处于探索阶段，理解教育数字化转型的内涵和发展方向是取得成功的关键。为此，该研究首先探讨了数字化和信息化作为两种不同的系统转型方法之间的差异，以从中透视教育数字化转型之“数字化”内涵；从创变的本源中，洞悉教育数字化转型之“转型”内涵；并在此基础上阐述了“教育数字化转型”的内涵。随后，构建了教育数字化转型的核心要素框架，从教学维度、基础设施维度、管理维度和外延维度分析了教育数字化转型实践的基础性场域。最后，从新范式、新思维、新能力、新环境、新资源、新应用和新文...
Gespeichert in:
| Veröffentlicht in: | 中国电化教育 2022-04 (4), p.001-008 |
|---|---|
| Hauptverfasser: | , |
| Format: | Artikel |
| Sprache: | chi |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 008 |
|---|---|
| container_issue | 4 |
| container_start_page | 001 |
| container_title | 中国电化教育 |
| container_volume | |
| creator | 祝智庭(Zhu Zhiting) 胡姣(Hu Jiao) |
| description | 随着数字技术的发展与应用，教育数字化转型对教育创新和变革的价值日益凸显。然而，不可否认，尽管数字化转型一词很早便已被提出，但教育数字化转型还处于探索阶段，理解教育数字化转型的内涵和发展方向是取得成功的关键。为此，该研究首先探讨了数字化和信息化作为两种不同的系统转型方法之间的差异，以从中透视教育数字化转型之“数字化”内涵；从创变的本源中，洞悉教育数字化转型之“转型”内涵；并在此基础上阐述了“教育数字化转型”的内涵。随后，构建了教育数字化转型的核心要素框架，从教学维度、基础设施维度、管理维度和外延维度分析了教育数字化转型实践的基础性场域。最后，从新范式、新思维、新能力、新环境、新资源、新应用和新文化的发展层面叙述了教育数字化转型的未来研究方向，以期能对教育数字化转型的研究和实践提供一些参考 |
| doi_str_mv | 10.3969/j.issn.1006-9860.2022.04.001 |
| format | Article |
| fullrecord | <record><control><sourceid>cass_wanfa</sourceid><recordid>TN_cdi_wanfang_journals_zgdhjy202204001</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><cass_id>ZGDHJY2022004001</cass_id><wanfj_id>zgdhjy202204001</wanfj_id><sourcerecordid>ZGDHJY2022004001</sourcerecordid><originalsourceid>FETCH-LOGICAL-c771-19e28a23b0e64d2d6e4f09946555bf2e3ecefa47fb3be94eefe4f069e1cd08153</originalsourceid><addsrcrecordid>eNo90D1LA0EQBuAtFAwxf8BOEKzunN3b27stJWqiBGzSaHPcx2w-kBOySIil2CkhhVHUEMRKIYKKiI3_xrvkZ3gxajXw8jAvM4SsUDAtKeRa02xoHZsUQBjSFWAyYMwEbgLQOZL7zxdIQetGAFnMOQUnR6y0fz05eU37z8nTVXJ-OfkcJcOz8c1pOhhN3h7S7n067H19dMd3F-PH9-Slnw5uF8m88g80Fn5nnlS3NqvFslHZLW0X1ytG6DjUoBKZ6zMrABQ8YpFArkBKLmzbDhRDC0NUPndUYAUoOaKaAiGRhhG41LbyZHW2tu3Hyo9rXvPwqBVnhd5xLao3O9MbgWenZHJ5JkNfay_WOvL2Sxvlnb0f8meWZqbeaWPgYasRetlbqCuyqm--gm2G</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype></control><display><type>article</type><title>教育数字化转型的本质探析与研究展望</title><source>国家哲学社会科学学术期刊数据库 (National Social Sciences Database)</source><creator>祝智庭(Zhu Zhiting) ; 胡姣(Hu Jiao)</creator><creatorcontrib>祝智庭(Zhu Zhiting) ; 胡姣(Hu Jiao)</creatorcontrib><description>随着数字技术的发展与应用，教育数字化转型对教育创新和变革的价值日益凸显。然而，不可否认，尽管数字化转型一词很早便已被提出，但教育数字化转型还处于探索阶段，理解教育数字化转型的内涵和发展方向是取得成功的关键。为此，该研究首先探讨了数字化和信息化作为两种不同的系统转型方法之间的差异，以从中透视教育数字化转型之“数字化”内涵；从创变的本源中，洞悉教育数字化转型之“转型”内涵；并在此基础上阐述了“教育数字化转型”的内涵。随后，构建了教育数字化转型的核心要素框架，从教学维度、基础设施维度、管理维度和外延维度分析了教育数字化转型实践的基础性场域。最后，从新范式、新思维、新能力、新环境、新资源、新应用和新文化的发展层面叙述了教育数字化转型的未来研究方向，以期能对教育数字化转型的研究和实践提供一些参考</description><description>With the development and application of digital technology, the value of digital transformation in education for educational innovation and change is becoming increasingly evident. However, it is undeniable that despite the early introduction of the term digital transformation, digital transformation in education is still at an exploratory stage, and understanding the connotation and direction of digital transformation in education is key to its success. To this end, this study first examines the differences between digitalization and informatization as two different approaches to systemic transformation, in order to understand the ‘digital’ connotation of digital tran</description><identifier>ISSN: 1006-9860</identifier><identifier>DOI: 10.3969/j.issn.1006-9860.2022.04.001</identifier><language>chi</language><publisher>大陸: 中國電化教育雜誌社</publisher><ispartof>中国电化教育, 2022-04 (4), p.001-008</ispartof><rights>Copyright © Wanfang Data Co. Ltd. All Rights Reserved.</rights><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Uhttp://www.wanfangdata.com.cn/images/PeriodicalImages/zgdhjy/zgdhjy.jpg</thumbnail><link.rule.ids>314,776,780,27901,27902</link.rule.ids></links><search><creatorcontrib>祝智庭(Zhu Zhiting)</creatorcontrib><creatorcontrib>胡姣(Hu Jiao)</creatorcontrib><title>教育数字化转型的本质探析与研究展望</title><title>中国电化教育</title><description>随着数字技术的发展与应用，教育数字化转型对教育创新和变革的价值日益凸显。然而，不可否认，尽管数字化转型一词很早便已被提出，但教育数字化转型还处于探索阶段，理解教育数字化转型的内涵和发展方向是取得成功的关键。为此，该研究首先探讨了数字化和信息化作为两种不同的系统转型方法之间的差异，以从中透视教育数字化转型之“数字化”内涵；从创变的本源中，洞悉教育数字化转型之“转型”内涵；并在此基础上阐述了“教育数字化转型”的内涵。随后，构建了教育数字化转型的核心要素框架，从教学维度、基础设施维度、管理维度和外延维度分析了教育数字化转型实践的基础性场域。最后，从新范式、新思维、新能力、新环境、新资源、新应用和新文化的发展层面叙述了教育数字化转型的未来研究方向，以期能对教育数字化转型的研究和实践提供一些参考</description><description>With the development and application of digital technology, the value of digital transformation in education for educational innovation and change is becoming increasingly evident. However, it is undeniable that despite the early introduction of the term digital transformation, digital transformation in education is still at an exploratory stage, and understanding the connotation and direction of digital transformation in education is key to its success. To this end, this study first examines the differences between digitalization and informatization as two different approaches to systemic transformation, in order to understand the ‘digital’ connotation of digital tran</description><issn>1006-9860</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><recordid>eNo90D1LA0EQBuAtFAwxf8BOEKzunN3b27stJWqiBGzSaHPcx2w-kBOySIil2CkhhVHUEMRKIYKKiI3_xrvkZ3gxajXw8jAvM4SsUDAtKeRa02xoHZsUQBjSFWAyYMwEbgLQOZL7zxdIQetGAFnMOQUnR6y0fz05eU37z8nTVXJ-OfkcJcOz8c1pOhhN3h7S7n067H19dMd3F-PH9-Slnw5uF8m88g80Fn5nnlS3NqvFslHZLW0X1ytG6DjUoBKZ6zMrABQ8YpFArkBKLmzbDhRDC0NUPndUYAUoOaKaAiGRhhG41LbyZHW2tu3Hyo9rXvPwqBVnhd5xLao3O9MbgWenZHJ5JkNfay_WOvL2Sxvlnb0f8meWZqbeaWPgYasRetlbqCuyqm--gm2G</recordid><startdate>20220410</startdate><enddate>20220410</enddate><creator>祝智庭(Zhu Zhiting)</creator><creator>胡姣(Hu Jiao)</creator><general>中國電化教育雜誌社</general><general>教育部教育技术与资源发展中心(中央电化教育馆)</general><general>华东师范大学 开放教育学院,上海 200062%华东师范大学 教育信息技术系,上海 200062</general><scope>DT-</scope><scope>NSCOK</scope><scope>2B.</scope><scope>4A8</scope><scope>92I</scope><scope>93N</scope><scope>PSX</scope><scope>TCJ</scope></search><sort><creationdate>20220410</creationdate><title>教育数字化转型的本质探析与研究展望</title><author>祝智庭(Zhu Zhiting) ; 胡姣(Hu Jiao)</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c771-19e28a23b0e64d2d6e4f09946555bf2e3ecefa47fb3be94eefe4f069e1cd08153</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>chi</language><creationdate>2022</creationdate><toplevel>online_resources</toplevel><creatorcontrib>祝智庭(Zhu Zhiting)</creatorcontrib><creatorcontrib>胡姣(Hu Jiao)</creatorcontrib><collection>Ericdata Higher Education Knowledge Database</collection><collection>国家哲学社会科学文献中心 (National Center for Philosophy and Social Sciences Documentation)</collection><collection>Wanfang Data Journals - Hong Kong</collection><collection>WANFANG Data Centre</collection><collection>Wanfang Data Journals</collection><collection>万方数据期刊 - 香港版</collection><collection>China Online Journals (COJ)</collection><collection>China Online Journals (COJ)</collection><jtitle>中国电化教育</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>祝智庭(Zhu Zhiting)</au><au>胡姣(Hu Jiao)</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>教育数字化转型的本质探析与研究展望</atitle><jtitle>中国电化教育</jtitle><date>2022-04-10</date><risdate>2022</risdate><issue>4</issue><spage>001</spage><epage>008</epage><pages>001-008</pages><issn>1006-9860</issn><abstract>随着数字技术的发展与应用，教育数字化转型对教育创新和变革的价值日益凸显。然而，不可否认，尽管数字化转型一词很早便已被提出，但教育数字化转型还处于探索阶段，理解教育数字化转型的内涵和发展方向是取得成功的关键。为此，该研究首先探讨了数字化和信息化作为两种不同的系统转型方法之间的差异，以从中透视教育数字化转型之“数字化”内涵；从创变的本源中，洞悉教育数字化转型之“转型”内涵；并在此基础上阐述了“教育数字化转型”的内涵。随后，构建了教育数字化转型的核心要素框架，从教学维度、基础设施维度、管理维度和外延维度分析了教育数字化转型实践的基础性场域。最后，从新范式、新思维、新能力、新环境、新资源、新应用和新文化的发展层面叙述了教育数字化转型的未来研究方向，以期能对教育数字化转型的研究和实践提供一些参考</abstract><abstract>With the development and application of digital technology, the value of digital transformation in education for educational innovation and change is becoming increasingly evident. However, it is undeniable that despite the early introduction of the term digital transformation, digital transformation in education is still at an exploratory stage, and understanding the connotation and direction of digital transformation in education is key to its success. To this end, this study first examines the differences between digitalization and informatization as two different approaches to systemic transformation, in order to understand the ‘digital’ connotation of digital tran</abstract><cop>大陸</cop><pub>中國電化教育雜誌社</pub><doi>10.3969/j.issn.1006-9860.2022.04.001</doi><tpages>8</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1006-9860 |
| ispartof | 中国电化教育, 2022-04 (4), p.001-008 |
| issn | 1006-9860 |
| language | chi |
| recordid | cdi_wanfang_journals_zgdhjy202204001 |
| source | 国家哲学社会科学学术期刊数据库 (National Social Sciences Database) |
| title | 教育数字化转型的本质探析与研究展望 |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-13T22%3A14%3A23IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-cass_wanfa&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=%E6%95%99%E8%82%B2%E6%95%B0%E5%AD%97%E5%8C%96%E8%BD%AC%E5%9E%8B%E7%9A%84%E6%9C%AC%E8%B4%A8%E6%8E%A2%E6%9E%90%E4%B8%8E%E7%A0%94%E7%A9%B6%E5%B1%95%E6%9C%9B&rft.jtitle=%E4%B8%AD%E5%9B%BD%E7%94%B5%E5%8C%96%E6%95%99%E8%82%B2&rft.au=%E7%A5%9D%E6%99%BA%E5%BA%AD(Zhu%20Zhiting)&rft.date=2022-04-10&rft.issue=4&rft.spage=001&rft.epage=008&rft.pages=001-008&rft.issn=1006-9860&rft_id=info:doi/10.3969/j.issn.1006-9860.2022.04.001&rft_dat=%3Ccass_wanfa%3EZGDHJY2022004001%3C/cass_wanfa%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_id=info:pmid/&rft_cass_id=ZGDHJY2022004001&rft_wanfj_id=zgdhjy202204001&rfr_iscdi=true |