何克抗教授及其团队致力于教师专业发展研究20多年,形成了"基础教育跨越式发展创新试验研究"项目(简称"跨越式试验研究"项目).该项目通过创新信息化教学理论、模式、技术、方法推动教师专业发展,尤其在乡村教师专业发展方面取得了显著的成绩.其关键在于用"4+2"信息化教学创新理论武装乡村教师.所谓"4+2"理论,其中的"4"是指"创造性思维理论、新型建构主义理论、信息技术与课程深层次整合理论、新型教学设计理论";其中的"2"是指儿童思维发展新论和"语觉论"(即儿童语言发展新论)".2020年7月,教育部等六部门发布《关于加强新时代乡村教师队伍建设的意见》,恰逢"跨越式试验研究"项目推行20周年.何克抗教授提出用"4+2"信息化教学创新理论和实践模式指导和培训乡村教师,创新教师教育模式,探索新时代中国特色乡村教师发展之路;推行"跨越式试验研究"项目,倡导构建新型的"教师主导与学生主体相结合"的乡村学校课堂教学结构,提出"向课堂40分钟要质量",关注"跨越式教学"的实际成效;聚焦乡村教师专业发展,推动"4+2"信息化教学创新理论在乡村落地,赋能乡村教师队伍,为新时代乡村教师队伍建设提供卓有成效的服务和大力支持.

为了对建构主义进行反思,至少应考虑四个方面的问题:建构主义的教育思想到底是以学生为中心还是主导—主体相结合;建构主义的教学观念是单纯倡导自主、合作、探究还是有其他内涵;建构主义的认识论到底是主观主义的还是客观相统一的;当前是否还应该将建构主义作为指导教育深化改革的主要理论基础.我们应该倡导的是建立在主客观统一的认识论和主导—主体相结合教育思想基础上的新型建构主义.

“中国特色信息化教学创新理论”涉及创造性思维理论、新型建构主义理论、深层次整合理论、新型学教并重教学设计理论、儿童思维发展新论、语觉论六个方面的核心理论.前四项用于中小学所有学科教学质量大幅提升与学生综合素质(包括政治、思想、品德、情感、态度、价值观)良好发展的理论支持.后两项专门用于应对几十年来一直困扰我国基础教育的两个“老大难”学科.在这六大理论支撑下的教育信息化,确实可以做到“大投入有大产出”“高投资有高效益”,即确实可以让这些试验校大幅度提升各学科的教学质量与学生的综合素质.这种提高不是笼统的、抽象的,而是能具体落实到中小学的各个学科的教学质量和每个学生的综合素质上.

《2018年度普通高等学校本科专业备案和审批结果》显示,撤销专业最多的院校中,教育技术学专业排名第二,这给全国教育技术学者带来强烈刺激,教育技术学科发展面临挑战,专业撤销之后的众多高校亟需明晰新的发展方向.新时代高校应面对新的专业变化,新兴专业开设符合时代的发展,撤销教育技术专业需要慎重;信息技术并非现代化的直通车,需要通过实践探索形式形成有中国特色的“信息化教学创新理论”;学与教理论与技术需要同等看待,新开专业与教育技术专业不能相互对立,虽然人才培养与就业趋势存在忧患,但高校应顺应时代需求,推进能够解决实践问题的项目,协同探索信息技术与学科教学深度融合之路,共同探求内涵发展,拓展专业发展方向.实施《教育信息化2.0行动计划》,新时代教育技术学科发展面临机遇与挑战,切忌过分强调技术,应该从教育教学问题寻求突破;加强教育技术理论应用,从创新性人才培养寻求突破;探索跨学科融合研究,从协同式项目研究寻求突破.

According to the Semantic Perception Theory, there is a critical period of growth and development for children's semantic perception. During this critical period, we must create a good environment for children to learn foreign languages, so as to effectively cultivate children's foreign language listening and speaking ability. This paper proposes that context creation should follow the principles of authenticity, development, relevance, immersion, etc., and elaborate the context design methods and problems of English teaching centered on verbal communication in primary school from the aspects of classroom atmosphere, natural environment of foreign language teaching, authentic communicative context, non-verbal communication context and resource environment.

This paper firstly expounds the different functions and connotations of traditional information technology and emerging information technology, and discusses the application of four emerging information technologies in education briefly and deeply (especially the application of how to promote educational reform and innovation at all levels). Then, a systematic summary and conclusion of the unprecedented features and advantages of the four emerging information technologies in education respectively. Finally, it is hoped that local education bureaus and schools at all levels can vigorously advocate and promote the in-depth application of emerging information technology in education represented by big data, cloud computing, artificial intelligence and Internet + education, so as to realize the "Chinese dream" in the field of educational Informationization as soon as possible.

"互联网+教育"是否颠覆与重构了传统教育,要回答这个问题,首先要弄清楚"互联网+教育"的最终目标是什么,"互联网+教育"只是解决了教育系统的"组织体系和服务体系"的重构问题,并没有涉及"指导教育信息化有效实施的科学理论"的研究与开发问题.仅靠"互联网+教育"要想颠覆与重构传统教育是根本不可能的.

Under the guidance of Semantic Perception Theory, this paper has explored a set of communicative teaching methods for primary school English learning that have been proved to be effective and operable. This method can be summed up in a central ("centered on verbal communication") and four principles (thematic, contextual, developmental, and integrality).

In the first chapter, we introduced two theories of hereditary determinism about children’s language development, which still have great influence and impact at present. The first one is Lenneberg’s ‘critical period hypothesis’; this theory holds that there is a critical period in human language development (including the development of mother tongue and second language). After this critical period, human’s ability to acquire language has been greatly reduced, specifically, not only does it require more efforts, but also we cannot master it even all our lives.

In primary school English teaching, online teaching resources are increasingly valued by teachers, since they can provide students with a good listening and speaking environment and conversation materials. However, in practice, there are various misunderstandings in the use of multimedia network teaching resources. On the basis of rethinking these misunderstandings, combined with the exploration of experiment of English education leaping development based on Semantic Perception Theory, this study demonstrates several problems in designing and developing high-quality teaching resources from two aspects of content and method. Finally, this paper also clarifies how to improve teaching results by effective use of teaching resources.

This paper introduces the background, objectives, development, and results of the "innovative study of English education leaping development based on Semantic Perception Theory". The reason why it is called "innovative study of leaping development" is that the goal of this experiment has doubled beyond the development goal of language ability that traditional teaching can achieve in the same period of time and takes the brand new theory of children's language development (Semantic Perception Theory) as the main theoretical basis. This paper conducted a comprehensively comparative analysis on listening, vocabulary, and speaking between the experimental and non-experimental classes in several experimental schools that had been tested for two years, which proved that the results were very significant. On this basis, the author made an in-depth analysis of the main reasons of the success in this study.

基于微信的跨文化网络互动为外语学习者和母语学习者构建了合作学习的平台.研究从互动数量、活动设计、文化环境等三个维度进行分析,考察微信支持的跨文化交流活动中影响互动深度的因素,探讨推进互动深度的有效途径.研究发现:(1)交互数量与交互深度并无直接关联.有时交互数量多,深度互动的内容反而少.(2)活动设计对交互深度有直接影响.有具体任务的活动为深度交互创造了条件.(3)母语学习者的参与并不能直接深化互动.

This paper firstly reflects on the various misunderstandings in the current English teaching in primary school. Then, under the guidance of Semantic Perception Theory, we construct an English teaching model centered on verbal communication. On the basis of this, taking "What's your favorite fruit?" as an example, demonstrate how to carry out teaching practice centered on verbal communication from the perspectives of teaching activity design, context creation, and multimedia resources' utilization.

要想落实广大青少年核心素养的培育,需要解决两个根本性问题:一是培育的"途径"问题;二是培育的"关键"问题.第一个根本性问题的答案,显然就是要实施STEM的理念与模式.第二个根本性问题的答案,应当是如何落实创造性思维的培养.为了让青少年具有良好的创造性思维素养,必须从培育创造性思维的要素入手.关于创造性思维的片面乃至错误的认识,若不尽快予以批判及清除,将会成为广大青少年培养创造性思维的极大障碍."横纵思维"是专门应对复杂问题的,与科学的发明和技术的创新有着很密切的关系,要先掌握"复杂性理论"才能理解"横纵思维"的内涵,所以在进行中小学生的创造性思维培养时,可先从其他五个更基本的要素入手.

关于"互联网+"时代如何促进教育变革的趋势与方向这个主题,本文认为应从两种不同视角去探讨.在此基础上,文章介绍了近年来混合式学习逐渐流行的背景及其特定内涵.然后指出,教育信息化应能显著提高教育生产力,即实现教育在质量提升方面的跨越式发展.最后强调:我国教育信息化要走在国际前列,就应当有自己中国特色的创新,有了教育领域的自主创新,才能真正体现我们的文化自信.

本文在介绍《教育信息化2.0行动计划》提出的伟大目标的基础上,认为要想贯彻落实这一目标,需从三个方面去努力:一是要在教育信息化2.0时代有效培养青少年的核心素养;二是要在教育信息化2.0时代大规模实施中国特色创客教育体系;三是要在教育信息化2.0时代广泛倡导中国式翻转课堂.

自乔治?西蒙斯于2009年前后率先提出以"软、硬知识"区分为标志的"新知识观"以来,"新知识观"在我国产生了日益广泛而深入的影响.当前国内外较有代表性的关于"软、硬知识"划分的四种观点,大都是从知识的表达或运用的角度来对知识进行分类,而不是从知识的本体与根源上进行划分的.在科学技术快速发展的背景下,虽然"新知识观"对于人们认识新事物、新规律确实具有一定的积极意义,但也存在强调对动态知识网络的建构而忽视知识本身的意义建构、强调学习共同体的合作学习而忽视学习者个体的自主学习与探究、强调数据相关性分析而忽视事物之间的因果关系分析的消极作用.我们应在"中国特色教育创新理论"的启示与指引下,辨别"新知识观"中值得我们认真学习的"精华"和必须予以识别并抛弃的"赝品",指引我国教育信息化理论与实践的健康发展.

深度学习是全新教育理念与学习方式变革的标志,它具有三方面的基本特征,即动态的知识建构有助于催生高阶思维与深层认知能力,为达到深度学习的目标须采用多种教与学方式及策略,通过具身认知来发展学生的问题解决能力与创新能力.树立科学的教育教学观念、运用有效的教学模式、建立新型“学习共同体”、创设智慧学习环境是有效实施深度学习的条件与途径.实现深度学习须变革旧教育观念、建构新教学观念、运用新教学模式、扩展“学习共同体”、创设智慧学习环境、与创客教育融合.