With the rapid development of generative artificial intelligence (GenAI), agents based on foundation models (FMs) have gradually acquired capabilities, such as multimodal perception, retrieval-augmented generation, reasoning and planning, interaction, and evolution. This study proposed a fundamental concept and framework for FM-based pedagogical agents. Centering on the FM as the technological core, the framework primarily consisted of several functional modules, including educational task setting, educational task planning, realization and expansion of educational capabilities, memory and reflection on educational content, and interactive collaboration and dynamic evolution. These modules support interaction with diverse entities and facilitate dynamic evolution, encompassing human-computer interaction, multi-agent interaction, and environment interaction. Building upon the proposed framework, this study adopted project-based learning tasks as an application scenario. It elaborated on the roles of pedagogical agents functioning as assistant agents and peer agents across various phases, such as personalized driving question formulation, collaborative project plan design, collaborative project work completion, and multi-role evaluation of project works, along with the associated supporting technologies. Furthermore, this study discussed the future development and prospects of pedagogical agents.
Based on the analysis of the digital foundation and transformation demands of teacher development, the paper proposes a logical architecture of teachers’ digital learning from the perspective of 70- 20-10 model for learning and development, including self-learning based on platform resources (10%), blended learning based on collaborative support (20%), and embedded learning based on work scenarios (70%). Then, a pyramid model of evaluation and governance for teacher development needs that is compatible with the three types of learning paradigms is proposed, i.e., focusing on using teacher portraits to evaluate learning behaviors, using skills certification to evaluate knowledge and competencies, and focusing on ethics to promote practical wisdom. Finally, to support the transformation of learning paradigms plus evaluation and governance, this paper proposes an action architecture of service upgrading for digital transformation in teacher development, namely, creating a multi-level coherent online learning architecture for platformization, creating a seamless learning space with multi dimensional integration for ecologization, and leading the transformation from just-in-time learning to just-in-need practice for practicalization, ultimately realizing a leap of teachers’ practical wisdom.
As different teaching paradigm requires corresponding teaching space,there has always been a practical urge for the reform of teaching space in elementary education curriculum reform.The philosophy of Connectivism provides a theoretical basis for the transformation of teaching space supported by technology,while digital technologies represented by the Internet,big data,cloud computing,and artificial intelligence provide more possibilities for its transformation.In practice,the role of technology in the transformation of teaching space has been gradually shifting from driving to supporting.Under the background of digital education transformation,it is critical for us to research and sort out the value,logic,and pattern of teaching space reform.Shenzhen Welkin School has created a new form of"1+N"school community and a new model of"welkin dual teacher"(lecturer and assistant lecturer),which can break through physical space,expand social space,embed information space,and extend learning time.Promisingly,a completely new cloud teaching space is formed and a realistic operation pattern for teaching space reform is discovered.
在信息化时代中,如何在坚守传统音乐文化底线的前提下,提高音乐教学质量与效果,实现智慧音乐"教与学"活动的全面开展,是当前和今后一段时间值得探索的重要议题.《信息时代下的智慧音乐教与学》(文汇出版社,2022年1月版)一书由谢燕慧编著,该书坚持"以学定教、以教导学"的理念,探究音乐课程与信息技术相结合的路径,为传统音乐文化融入现代音乐教学场景创造了有利条件,对于信息化背景下的钢琴教学具有一定启示.同时,该书通过搭建在线学习空间、打造智慧音乐课堂、运用技术激发兴趣等案例,论证了钢琴课程教学与传统音乐文化相融合的可行性,对本人主持的2019年度高校哲学社会科学研究一般项目"中国传统哲学思想对近现代钢琴音乐创作中的启示与价值研究"(编号:2019SJA1259)的开展具有重要参考意义.
The educational concept of"Five-dimension education integration"leads the iterative upgrading of courses,and the curriculum is the core carrier to implement the educational objectives and tasks of"Five-dimension education integration",playing a key role in the process of implementing the fundamental task of cultivating people with morality.The implementation of educational policies,the optimization of existing curriculum system and the improvement of students'comprehensive quality have all confirmed the necessity and urgency of the construction of the school curriculum system of"Five-dimension education integration".Generally speaking,the construction of the school curriculum system of"Five-dimension education integration"is a process of overall design and systematic planning of the elements of the curriculum.On the basis of clarifying the construction concept of the"Five-dimension education integration"curriculum system,schools should explain the meaning of the curriculum goal of"Five-dimension education integration",promote the integration and integration of the"Five Education Simultaneously"curriculum structure,organize the internal logic of the"Five Education Simultaneously"curriculum content,and formulate the operational strategy of the"Five Education Simultaneously"curriculum.In order to ensure the scientificity and appropriateness of the"Five Education"curriculum system,we should establish a curriculum review group as the organizational guarantee of the curriculum system,integrate curriculum resources as the condition guarantee of the curriculum system,and establish a curriculum"evaluation monitoring"mechanism as the mechanism guarantee of the curriculum system.
Artificial intelligence,as the simulation,extension,and expansion of human intelligence,has already possessed multiple types of human abilities.As a highly developed and rapidly developing technology,artificial intelligence is not only revolutionary and disruptive,but also has enormous uncertainty.The optimistic imagination and cautious vigilance of school education in the artificial intelligence era coexist.The"criticism"of critical pedagogy is not only the idea,the attitude,but also the method.Using critical pedagogy as a method to examine the state of school education in the era of artificial intelligence,it can be found that,artificial intelligence technology will become a structural factor in schools and society,the power relationship in school education is more hidden and complex,algorithm technology is a new force for disciplining people.Critical pedagogy inspires us that the development of school education in the era of artificial intelligence should be based on a critical insight into the power relationships behind technology.We should determine the development direction of artificial intelligence technology based on relationship analysis,and guide teachers and students to become technical masters with critical awareness and resistance ability.
Mental health is an important capabilities,which is related to the high-quality development of education.How to strengthen and improve the mental health education is one of the focuses of current education.We have made significant progress.However,there are still problems,such as insufficient awareness of importance,unclear definition of connotation and concept,inaccurate grasp of demands and insufficient effectiveness of course implementation.In the future,it is necessary to understand the importance of mental health education from the dimension of value and demand,and it is necessary to grasp the connotation,concept and goals.We should clarify students'differentiated demands and fully grasp the manifestation of mental health problems in the context of information network.Ultimately,we will achieve effective design and implementation of mental health education.
The construction of smart platform for national basic education is an important part of the in-depth implementation of the national education digitization strategic action.It is of far-reaching significance to build and make good use of smart platform for national basic education to deepen the reform of basic education and promote fair and quality education.From the perspective of promoting the application practice of smart platform for national basic education,the study clarifies the current situation and problems of the application of the national platform through questionnaire survey,field investigation and case analysis,and puts forward four characteristics of the application model of the national platform:multi-subject participation,multi-link integration,all-round service and whole-process evaluation.It deeply analyzes two typical application models of double-teacher classes and autonomous learning.It further discusses the empowerment strategies of focusing on the education and optimizing application model,strengthening the integration of high-quality digital resources to meet different needs,optimizing the functional structure of the national platform to promote quality and efficiency,and increasing training to provide typical demonstrations.
随着社交媒体不断应用到高校课程教学,教学模式和师生互动方式都发生了巨大变化,在社交媒体环境中,无论是教师还是学生,都能够利用信息资源并借助社交媒体,优化自身的学习范式提高学习成绩.由亓慧坤、韩洁、方铮炀合著的《新媒体视域下高校思想政治教育的解读与重构》(中国纺织出版社2019年版)一书,能够结合《创新教学报告》第10 版(即2022版,简称"IPR10")提出的混合教学、双重学习场景、微证书教学等典型教学法,其中涉及基于社交媒体的课程教学活动,以期构建社交媒体与思政课教学的融合.
In the context of the era of intelligence,contemporary self-education presents two major problems:the lack of educational subjectivity and the lag of epistemology.It needs to be repositioned based on the'four causes'from the perspective of existentialism.The"four factors"of self-education include:relying on individual beliefs in material;it is embodied in form;in terms of motivation,it integrates the pursuit of perfection and individual interest;it aims to construct self-identity in public space,so as to cultivate modern people with open and inclusive temperament.With the help of the"fourfold cause"framework,we can see the shelter of intelligent technology on contemporary self-education,which is manifested in the"downgrading"and"personalized customization"of knowledge materials caused by the hegemony of technical knowledge,which replaces the embodiment,the meritism replaces the endogenous power,and the acceleration and separation effect dismembers the self-identity.The fundamental reason is that the operation logic of intelligent technology is contrary to the methodology of self-education.Moreover,intelligent technology leads to the transformation of the cognitive structure of the subject,which leads to the crisis of self-education.To rediscover the intrinsic value of self-education in the era of intelligence,we must first adhere to the technical concept of'taking it easy';secondly,self-education is included in the construction process of'learning society';once again,we must organically combine traditional writing with modern technology;finally,an open and pluralistic knowledge system should be established.
The era of Web 3.0 has arrived,artificial intelligence has entered a new era,and the development of educational virtual communities has also ushered in new opportunities.Accompanying evaluation has become a feasible path for community evaluation,but in practice,it has not yet unified with the current level of intelligent technology and community development concepts,and is facing various constraints such as"process separation","emotional absence",and"technological isolation".The orderly promotion of accompanying evaluation is an inevitable requirement for achieving the complete development and personality construction of individual community members,as well as a necessary measure for building an open and harmonious community ecology.In order to solve the practical difficulties of accompanying evaluation in educational virtual communities,promote the adaptation of evaluation activities to individual growth processes,and promote the alignment of evaluation goals with community education requirements.It is necessary to clarify the expected value trend,purpose trend and mode trend of educational virtual community evaluation from an accompanying perspective,analyze the specific performance of accompanying evaluation towards the entire process,serving the entire field,and promoting adaptation.Under the pursuit of three-dimensional,diversified,and precise evaluation,explore the practical direction of applying real-time diagnosis and feedback systems,multimodal data analysis systems,and adaptive evaluation systems to community evaluation.
How interdisciplinary teaching can be possible is a fundamental theoretical question of whether STEM education can do well.This article attempts to answer this question based on knowledge theory and historical dimension.The unity of knowledge originates from the unity of nature.The logic of natural evolution determines the connections between disciplines in the process of differentiation.This connection manifests as two opposite basic forms:the chain of disciplinary contempt and the chain of disciplinary dependence.Based on the theory of evolution of knowledge and the ecology of disciplines,the author interprets the basic structure of curriculum design in the basic education stage through the continuum of curriculum design,and reveals the richness of STEM education at the level through the continuum of mathematics,science,technology,and engineering.In retrospect of history,the interdisciplinary teaching concept advocated by STEM education has been identified as the source of the progressive education comprehensive curriculum,and the three new meanings brought by STEAM to STEM are elaborated in terms of reality and future,namely the manifestation of imagination and creativity,the integration of science and humanities,and the release of aesthetic connotations,ultimately promoting education to a new realm of unity of the truth,the good,and the beauty.
Teacher-student teaching interaction in the teaching process of MOOCs has a great impact on learners'learning efficiency.Based on existing research and the use of Structural Equation Modeling(SEM),a theoretical model and research hypothesis on the influencing factors of MOOC teaching interaction level are proposed.The model and hypothesis are validated and discussed using the discussion data collected by the research group from the three MOOC platform course discussion areas of Chinese universities from 2017 to 2020.The results show that:the level of teacher-student teaching interaction is low,and the discussion topics cannot be effectively adjusted;the level of teaching interaction in some courses during the epidemic prevention and control period in 2020 does not increase due to the increase of learners,and the number and level of interaction is poor;teacher-student interaction motivation,frequency and content of interactions had a significant positive effect on the level of interactions,while other social media outside the discussion forum had a significant negative effect on the level of interactions.To this end,it is recommended that course evaluation be reformed to motivate teachers and students to interact;communication methods be improved to encourage teachers and students to participate in discussions;teaching content be updated in real time to meet learners'personalised learning needs;and platform functions be developed and improved to enhance the efficiency of teaching interaction.
English writing is the embodiment of students'comprehensive ability to use English.It plays a very important role in telling Chinese stories and spreading Chinese wisdom,Chinese solutions and Chinese power.Relying on digital technology,this study integrates Chinese culture into the teaching content,and discusses the construction of the"3113"teaching mode by using the method of combining qualitative research with quantitative research.Two years of teaching practice has proved that the innovation of this teaching mode has realized the organic integration of common learning and personalized learning,and promoted the improvement of students'critical thinking ability and cross-cultural communication ability.
In the process of digital transformation of higher education,the online and offline blended teaching mode is prevailing.The study of a blended teaching practice is set in Zhengzhou University of Light Industry,lasting for a semester with English course as an example,students whose English level is blow CET4 as the research object.By comparing the CET4 scores of the experimental group before and after the study,as well as the CET4 scores of both the experimental group and the control group before and after the study,the research discovers that for these students,the effect of mixed teaching is significant.Through the analysis of online learning data and survey data,it was discovered that the key factors leading to this outcome are the"immediate feedback"during the teaching process and greater"cognitive engagement"in self-directed learning facilitated by the blended learning approach.
The emergence of Generative Artificial Intelligence(AI)has once again triggered an"adverse immune"reaction to technology in education.The essence of generative artificial intelligence is nothing more than a large-scale language model with the function of"advanced replication",which does not have human self-awareness and creativity.Therefore,the application of generative AI in primary and secondary education may have the problem of"technology fetishism"due to the lack of human morality,the generation of erroneous content based on bad data,the lack of targeted policy guidelines for the application of basic education,and the resulting chaotic application of education.Instead of"rejecting"the many risks posed by generative AI,it is more important to formulate and clarify the development direction and target policies for generative AI educational applications in primary and secondary schools in order to generate"antibodies"that can be accepted.The Ministry of Education,Culture,Sports,Science and Technology(MEXT)of Japan released the world's first"Guidelines for Generative Artificial Intelligence Educational Applications in Elementary and Middle Schools"in July 2023,which points out the direction of action for the application of generative AI in elementary and middle schools,and provides a panoramic portrayal of the application of generative AI in elementary and middle schools based on the essence of generative AI and the concept of its application,and clearly puts forward the important initiatives and core concerns of generative AI in elementary and middle school education applications.The core concerns of the application of generative AI in primary and secondary education are clearly presented.Based on this,we should construct a roadmap for the development of policies on the educational application of generative AI in primary and secondary schools in China from the four levels of values,literacy,application,and policy,and pay more attention to the reshaping of ethical values that may be triggered by the application of the technology in the process,as well as continue to pay attention to the cultivation of the intelligent information literacy of primary and secondary school teachers and students,further clarifying the boundaries of the educational application of generative AI,and adopting the evidence-oriented"pilot-propagation"approach as much as possible.As far as possible,it should adopt an evidence-based"pilot-promotion"model of popularizing educational applications.
随着信息技术的快速发展,"数字化"不断赋能高校教学,如在高校戏剧影视教育中的应用日益增多,为戏剧影视专业带来了多样化和创新性的发展.特别是数字媒体技术在戏剧影视教育中的深度介入,为学生提供了更加丰富和创意的艺术创作平台.然而,由于戏剧影视教育注重实践性,数字化进程中可能出现教育效果欠佳的情况,尤其是在当前教育改革的时代背景下,面对多元化的生源、多元化的教学需求,部分高校在戏剧影视教育方面仍然存在教育目标模糊、专业性教育力度不够等问题.如何让信息化助力高校戏剧影视教学,为社会培育更多专业戏剧影视人才,让技术与艺术在双重演奏中释放更多效能,是信息时代高质量开展戏剧影视教学不可避免的一个论题,尤须考虑的是,如何更好地结合高校自身戏剧影视教育现实情况,制定科学完善的政策与规定,推动戏剧影视教育向着高水平、专业化方向不断前行.
信息化教学技术的发展为体育教学赋能,使传统集训式的体育教学模式获得了革新升级的机会,不仅推进了体育课程的优化设计,还对体育教学理念革新具有明显促进作用.数字化时代的体育教学朝着科学化、协同化、智能化的方向迈进,对体育理论与实践课程内容、体育课堂教学组织形式、体育人才培养理念、体育课程教学评价机制等进行了全面革新,极大地拓宽了体育人才培养路径.在此基础上,要保证体育学科数字化教学的持久活力,必须从体系保障层面着手,构建数字化时代体育教学创新实践的保障体系,推进数字化体育教学的不断创新.由赵本志编著的《信息化视野下体育教学发展问题研究》(西北工业大学出版社,2021年10月)一书立足当下高校体育教学现状,细究数字化教学技术对学校体育教学发展的具体影响,探讨了信息技术与体育课程整合实践策略,分析了信息化视野下体育教学思维的创新发展路径,提供了对现代化学校体育教育体系建设有益的几点策略,对四川省南充市社会科学界联合会2022年课题"从网络化治理视角探讨南充市公共体育服务的协同供给研究"(编号:NC22B253)、教育部产学合作协同育人项目2022年度课题"高校体育教育专业人才创新创业能力提升研究"(编号:220600383252020)开展具有重要参考价值.
As the development of the times puts forward new requirements for education,K-12 engineering education has gradually garnered attention and is seen as an important initiative to respond to societal needs and nurture comprehensive innovative talents.However,the foundation of K-12 engineering education in China is relatively weak,and understanding of it is still immature,with its implementation not yet clearly defined.This article,based on the premise that"K-12 engineering education should be implemented,"first proposes that K-12 engineering education should exist in the form of a practical teaching model,which is determined by the inherent characteristics of engineering education and the current development context of education.Subsequently,the article transitions into the practical domain,advocating for a pluralistic value orientation to be followed in the implementation of engineering education,serving as an internal guide for practice.Based on this,the article systematically explores the pathways for realizing engineering education,emphasizing the need to adapt to the actual circumstances,take concrete measures,use K-12 engineering education to promote cross-stage communication,and achieve interdisciplinary educational symbiosis.
Perfect hardware and software environment does not necessarily lead to effective application of information technology.The gap between learners'cognition and actual action can be subdivided into first-order barriers and second-order barriers.This study selected 1259 college students with online learning experience in this semester as participations,investigated their evaluation of online learning outcome and technical barriers,and analyzed the impact of different technical barriers on online learning outcome.The statistical results show that the participants hold a positive attitude towards the online learning outcome and the scores of perceived-progresses and higher-order-thinking are significantly higher than the neutral level;Participants identified access,time,and support as barriers,but they had positive beliefs and good training.Multiple linear regression analysis showed that the scores of training and belief were positively correlated with all the scores of learning outcomes,but the score of access,support and time were not correlate with online learning outcomes,and all the decision coefficients R2 were above 0.5.The study found the key factors that affect the online learning outcome,affirmed the online learning outcome,provided new insights for the promotion of online learning decision-making,and had positive reference significance and guiding value for the further promotion of online learning.
