论现代教育的基本特征与教育信息化的深层内涵

On the Basic Features of Modern Education and the Deep Connotation of Educational Informatization

并非现代社会或走在现代化路上的社会中所发生的教育即为现代教育。我们需要从教育实践的真实过程出发,探究现代教育的特征。基于"何种人、本着何种观念、运用何种资源和工具、参与何种活动"的思考框架,教育至少具备以下四个特征才配称为现代教育:(1)现代教育是以信息处理与数据驱动为基色、体现教育理性的职业行动;(2)现代教育由既有理性又有激情、既怀抱教育理想又能顾及历史实情、兼具学科与人文修养的专业从教者主导;(3)现代教育以可进化的教育系统以及基于知识产品且能响应多元需求的学习环境为核心;(4)现代教育以独特的专业知识与工具作支撑。由此,若将教育信息化看作是教育现代化的当下形式,教育信息化就绝不仅仅意味着在教育领域普遍应用信息技术。它的深层内涵是:以"规划—行动—反思"为基本框架,将从教者经验主义的日常职业行为提升为基于信息处理与数据驱动的、围绕教育系统的创建与维护而展开的职业行为的过程。完成这种战略任务的当务之急并非技术应用,而是创建新一代教育学理论。它是一种以独特视角描述、解释、干预教育实践的独立学科理论,由教育技术学与教育科学组成。而在新教育学创生之前,我们的教育难以进入大数据时代。而在新教育学创生之前,在教育学未揭示教育系统的运行机制之前,我们的教育难以进入大数据时代,并且与极权主义教育文化有着某种亲近感。

The education in a modern society or a society in its modernization process is not always leading the edge. The features of modern education should be inquired within the educational practices. Taken the thinking framework of ＂people, conceptions, resources and tools, and activities＂, the authors believe that modern education must have the following four features： （1） modern education is an information-processing and data-driven professional activity that requires educational rationality; （2） modern education is leaded by professional educator who are both rational and passionate, who have educational ideal and take historical facts into consideration, and who have deep understanding of disciphnary and huma nistic aptitude; （3）the core of modern education is educational systems that are able to evolve and learning environments that are based on knowledge products and adaptable to multiple requirements; （4） modern education relies on special professional knowledge and tools. Therefore, if taking educational Informatization as a form of current educational modernization, educational informatization does not only mean wide-range applications of IT. Its deep connotation is, using the framework of ＂plan-act-reflect＂, to transform empirical educational routines into information-processing and data-driven professional practices that concentrate on the creation and maintenance of educational systems. The most important in accomplishing such educational informatization is not to use new information technology, but to construct new educational theory. This new theory combines the theories in educational technology and educational science. This new theory is an independent discipline that has its identical perspectives on describing, explaining, and intervening educational practices. Without such educational theory, current educational practices have no ability to step into the age of big data. Before the emerging of educology,if current educational theory cannot reveal the operating mechanism of our educational system, our current educational practices have no ability to step into the age of big data, and will continue having an affinity with the totalitarian culture in education.