智能技术介入课堂场景的适配难题及其修复——情境学习理论的视角-《集美大学学报（教育科学版）》

文章信息/Info

Title:: The Adaptation Problems of Intelligent Technology’s Intervention in Classroom Scene and Their Restorations:Based on the Perspective of Situated Learning Theory

Author(s):: LIU Chong1; 2; LIU Qi2; ZHANG Zhengying2; (1.Research Center for Key Competencies Education,Sichuan Normal University,Chengdu 610068,China;2.School of Educational Science,Sichuan Normal University,Chengdu 610068,China)

摘要:: 在教育数字化转型的时代背景下，智能技术逐步介入课堂，推动了课堂场景的智能化再造。课堂学习是个体在实践活动情境中有目的参与的过程，智能技术与“主体—情境—目标”的动态适配是课堂场景有序运行的关键。智能技术介入的课堂场景存在“主体”适配错位、“情境”适配断裂、“目标”适配偏移等难题，导致主体角色异化、学习需求脱节和目标定位失衡等后果。修复智能技术与课堂“主体—情境—目标”的适配关系，需从重构课堂主体角色定位、构建学习中心课堂生态、围绕目标合理运用技术等方面努力，实现智能技术对课堂场景的赋能提质。

Abstract:: In the context of the era of digital transformation in education,intelligent technology has gradually intervened in the classroom,promoting the intelligent transformation of classroom scenarios.Classroom learning is a process in which individuals participate in practical activity situations with purpose,and the dynamic adaptation of intelligent technology and “subject-situation-objective” framework is crucial for the reconstruction and operation of classroom scenarios.In classrooms where intelligent technology is integrated,challenges emerge,including misalignment with the “subject”,disconnect from the “situation”,and deviation from the “objective”.These issues lead to the alienation of the learner’s role,a disconnect from genuine learning needs,and an imbalance in goal orientation.To realign intelligent technology with the classroom “subject-situation-objective”,it is necessary to redefine the role of the classroom subject,construct a learning-centered classroom ecology,and rationally deploy technology around the objective to realize the empowerment and quality improvement of intelligent technology for classroom scene reconstruction.