线上线下结合的虚拟教研室是高校教学组织建设和教师培训的新思路、新范式,对于提升教学质量和教研学术水平,破解高校科研与教学的矛盾具有重要意义.在总结"学习科学与技术"课程与教研创新案例基础上,探讨深化虚拟教研室建设的理论基础与工程设计思路,尝试模型化表达的形式与方法论,提出深层次校企合作的"双师教学"模式,倡导将课程教学面临的现实难题转化为研究性学习课题,在跨校师生团队协同创新中不断提升网络平台与资源库智能化水平,培养技术、教育与各专业知识技能深度融合的复合型创新人才,并提出了相应的体制机制创新、健康和谐的教学文化生态建设构想.

波伊尔的“教学学术”思想影响深远.舒尔曼在将教学学术之道转化为术的过程中,开创了美国乃至世界性的教学学术运动.大学精神失落,是伴随高等教育现代化而来的时代难题,要破解这一难题,必须深化教学学术的理论体系、实践范式、制度设计,广泛吸纳大学内外各种力量,实施理论与实践融合的教育创新系统工程,重建大学文化生态.关键是在信息化、全球化潮流中反思与重构学习观、课程教学观、评价管理服务观,难点在于处理好传统与变革、公平与效益、人文与科技、道德与功利、市场化管理运行体制机制的引入和坚持教育公益性、改革创新与管理中的稳定协调之间的关系,在两难抉择中保持动态平衡.

科研与教学的协同发展是“双一流”建设的应有之义,也是近十五年来我国大学在急速发展中面临的重大难题.近三十年来,国际教学学术运动的倡导者们对此进行了艰难探索,成为世界高等教育返璞归真的一股时代清流,值得我国大学认真学习借鉴.本文在对国际教学学术运动深层解读和反思的基础之上,结合我国“双一流”建设的背景和时代挑战,提出启动相互联系的五大战略工程,以高端学术眼界引领教学创新,以高水平教学奠定学科可持续发展的人才基础,重建科研与教学和谐发展的大学文化生态,回归育人为本的大学常态,使“双一流”建设真正成为引领我国高等教育乃至社会文明整体和谐发展的社会变革系统工程,在21世纪世界舞台的乱局、变局中弯道超车、稳步前进,为中华民族的伟大复兴奠定人才基础和科技文化基石.

目前大量网络课程基本还停留在学校课堂的外围,虽然教育行政部门和有些高校制定的政策力图将优秀网络课程引入课堂,但如何保证质量、如何规范管理、如何计算成本效率等难题,仍然难以解决.网络课程和传统课程,网络学堂和传统学堂,是两套不同的管理体系.如何以网络课程引领现实课堂变革,经过多年"太极学堂"等的实践,探索出"平台互联-资源互通-团队互助-虚实互补"四大关键环节模式,推进网络学堂和现实课堂双向建构.在"互联网+"时代,基于协同创新视角,需要深度反思教学平台和教学资源的本质、价值及发展过程中存在的瓶颈,从各类教学平台的功能、演变及其互联互通之道,探寻其关键之处在于设计新型学堂中的"太极要素"与"游戏规则",创新评价体系.因此,实现课堂变革的突破口则是课堂组织"细胞"结构的改变:一是重塑课程资源观."三通两平台"建设打通了"资源孤岛",但教学平台还没有超越传统课堂封闭有限的资源环境.二是从个体学习走向团队学习.在互联网创造的新教育时空中,让交流协作成为亮丽的风景线.三是虚拟与现实两个时空交汇所形成的教育改革动力,促进传统学堂转型,创新学习评价和资源评价体系.

美国教学学术运动发展25年来,经历了两个不同的发展阶段,即博耶提出教学学术思想;舒曼将教学学术运动演变为教与学的学术运动并推动教学评价与教师发展.当前,教学学术运动面临缺乏名校参与、成果发表形式单一、教学评价制度落后三大难题.在教育信息化背景下,MOOCs为破解大学科研与教学矛盾提供了时空舞台和发展机遇.抓住这一机遇,推动教学学术运动深化发展,促进高校学习方式的变革,对于从根本上提升我国高校教师的教学水平和教学质量,具有极其重要的现实意义.

近百年来,世界高等教育在教学、科研、管理、社会服务等各个环节都发生了诸多变革,但总体来说,大学课堂至今没有发生实质的变化."慕课"(MOOCs,大规模的网络开放课程)的兴起,昭示出工业文明造就的大学课堂将会发生史无前例的深刻变革. 推动"慕课"潮流不断向纵深发展的最主要力量来自五个方面:世界一流大学中具有战略眼光的校长,他们率先从"慕课"潮流中揭示了其战略地位和价值,正是他们的推动、引领和对大学战略变革的导向,使这场变革具有前瞻性,并引发了从决策者到社会公众的广泛关注;名牌大学的名教授,他们将长期封闭在大学"象牙塔"里的课程在网络新时空中向全社会开放,成为"慕课"潮流中最亮丽的风景线,他们是这场运动的直接推动和引领者;从事风险投资的经济战略决策者,他们敏感地捕捉到"慕课"潮流中所蕴含的经济文化价值,风险投资的大量注入,给这场运动带来了经济的动力和各种资源的支持,保证了网络课程能以免费的形式向公众开放;"慕课"的众多学习者,他们不仅是大学本科生、研究生和各级各类学校中的教师,而且包括社会各层次、各方面的公众和精英,作为"草根力量",他们决定和影响了这场变革之深度、广度、规模和持续向纵深发展,如此广泛的学习者群体,展现了大学课堂向终身学习和学习化社会迈进的坚实步伐;企业家群体的推动、支持和直接参与,尤其是互联网产业运营者和知识文化产业开拓者的加盟,使大学课程在需求分析、目标与评价选择、资源配置和投入产出等管理、运维的关键环节,正在发生前所未有的深刻变化.

Steve Jobs raised a profound question during the last conversation he had with Bill Gates Why has IT changed almost every field,with the exception of education?(Isaacon,W.,2011).This article examined this question from a psychological and cultural perspective,and discussed the cultural meaning of Massive Open Online Courses(MOOCs).We believe that MOOCs will launch a reform of learning in higher education to replace the industrial assembly line learning model.Three cases were examined(edX,launched by MIT and Harvard;Udacity and Coursera both launched by Stanford),out of which three problems in development of a new generation of online courses were identified from a strategic perspective.This article proposed an operational strategy covering four areas:teaching,evaluation,operation and maintenance,and connection between school and society.The spread of excellent online courses by the best universities in the world are valuable cultural strategic resources which will improve cultural tastes of Internet and will pave the way to mutual respect,communication and understanding for the future of human civilization.

文章以访谈录的形式,展现了一位哲学教授从教育技术学基础理论和国际比较研究入手,在学科建设中艰苦跋涉的心路历程。文章从教育哲学的独特视角,揭示了在学习科学与技术的研究中如何坚持历史与逻辑统一的"史论结合"方法论,在"构建生成学习论"、"绿色学习"、"太极学堂"中探索真、善、美内在统一的学习科学的中国之路;揭示了教育技术学定义与范畴体系建模研究的背景和价值。文章以师生对话的形式阐述了"专家与新手的区别"不仅表现在认知水平和思维方式上,而且表现在价值观和情感态度上,这是学术研究的内在动力。文章在对未来前景的预测和展望中提出:学习科学的创新和以"云计算"为代表的新一代信息技术的集成创新,是教育信息化新阶段的两大生长点,二者的内在结合,将推动教育技术向教育工程的历史性转变。

Informatization in Higher Education should influence instruction,research and social service-the three basic functionof university.Research Informatization(e-Research) is one of the most important parts of Informatization in Higher Educationand is reconstructing the system of research in university.The current situation of Research Informatization in Higher Education and the revise of this research field are introduced.Based on the history,development and research status of Informatization in Higher Education,the future is "cloud" based infrastructure,content resource service system and the most critical one-creating new research culture in information age.

Resources Construction is the key issue that hinders the development of distance education in China.The issue is currently shown in two aspects:firstly,learning resources are far from meeting the need of personalized learning;secondly,quality of learning resources can not be effectively guaranteed;the goal of co-constructing and sharing learning resources is not fruitfully achieved.Learning from the advanced digital innovation in educational materials publishing,TV and Radio universities at different levels are devoted to constructing and sharing "Resources Cloud" service system of The Open University by utilizing the idea,method and technology of "Cloud Computing".Hence,"Resources Cloud" will integrate human resources,contents,services,techniques and other resources,which leads to realizing personalized learning and brings a up-to-date idea and a feasible path to solve the long-standing problem in the distance education resource construction in China.The promblems in resource construction in China essentially result from two factors:instutitions and mechanisms.The innovation in the above factors is critical to "Resources Cloud" construction.A set of rules are needed to regulate interest issue as well as rights and respnsibility,which are concerned with resources in terms of development,management,evaluation,utilization and intellectual property

Information technology is breaking the limitations of traditional teaching models and institutions in higher learning and developing a intelligent pathway for university change.To understand teaching and learning in higher education,new insights about teaching,research and service for high quality talents are necessary.It argues that the improvement of teaching and learning quality for higher learning must be based on the change of learning paradigm.In this case,the focus for research should be on the potentials of information technology in higher education and make information technology application relevant with university change.The professionals in the field of higher education studies should own the corresponding knowledge structure and the age perspective.

本文深刻解读了教育信息化在贯彻《国家中长期教育改革和发展规划纲要(2010—2020年)》中的重要地位;揭示了发达国家运用信息技术与学习科学两大杠杆合力推动学习方式变革,使网络新时空的教育文化创新不断向深层次发展的趋势;从21世纪人类文明可持续发展的全球视野和我国今后十年文化教育创新发展的战略全局出发,探讨了教育信息化顶层设计的内容、结构、难点、研究方法论、需要正确处理的四个方面复杂关系;提出以教育信息化顶层设计为纽带,整合信息资源,协调各方关系,建造一个共享信息、四通八达的教育创新立交桥,由此加速各级各类教育系统在深化改革中创新发展的战略构想。本文呼吁必须高度重视中国教育信息化基础理论和指导思想的自主创新,提出以中观为突破口,在省级教育改革实验区加大教育信息化创新力度的研究思路;论文强调以教育信息化为主要研究对象的我国教育技术学专业必须抓住机遇,超越本学科的狭隘眼界,为顶层设计出谋划策,在今后十年我国教育信息化、现代化的伟大实践中发挥专业特长,贡献智慧和力量,并就此进行了探索和尝试,表现出中国教育技术专业学者应有的文化自觉和历史责任感、使命感。

Where is the concept of heading in the 21st century of living? This question poses a serious challenge for educators today.Various new concepts of learning have emerged from western culture and education practice,such as E-Learning,while new features in digital environments often lack value judgments about learning activity and outcomes.The continued use of learning concepts that were promoted during industrial is criticized in this paper.The idea of is proposed as an alternative,a new concept that originated from the eastern learning culture.Green learning integrates science with humanities.A framework of green learning is developed here,along with a preliminary roadmap for practice.It is suggested that we learn from the Green Movement of the past forty years,while balancing immediate and long-term learning needs with interests of diverse stakeholders,and together launch a Learning Revolution for the 21st Century.

This is a dialogue among two scholars about current development and change of distance education in China. Although significant achievements have been made,many problems also emerged in the third generation of distance education. To solve these problems,the authors argue that building and refining a robust evaluation system is one of the priorities. Besides the evaluation of institution and its learning support service delivery,the components of this new system include various emerging models for assessment of learning and evaluation of instructor,curriculum and resources. Around this priority,Learning assessment and resource evaluation could be the first two breakthroughs in the reform of distance education,with the purpose to improve learners' independent learning ability,self confidence and comprehensive quality. This is the bottleneck and key to build high quality distance education in China.