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.
