摘要
教育信息化时期数字化阅读效果诟病之声渐起与阅读之原本诉求背道而驰。论文从技术哲学性的视角全面审视当下数字化阅读活动,提出以量化自我技术支持的阅读新形态,是解决数字化阅读浅表、割裂、解构深度思维问题的可能途径。基于此,建构量化自我技术支持智慧性阅读的应用模型,以期促进数字阅读与传统阅读走向共生,为个性化学习与教育均衡问题的研究提供新理念。
Because of the rise of the query of digital reading and its running counter to the original appeal of reading, this paper examines the digital reading from a technological philosophy perspective and proposes that the new form of reading supported by quantified self is supposed to solve the problem that digital reading shallows, dissevers and destructs deep thinking. It puts forward a application model supported by quantified self, hoping to make contributions to promote the digital reading and traditional reading to the symbiosis and provide a new idea to the study of personalized learning and education equilibrium problems.
出处
《新世纪图书馆》
CSSCI
2016年第2期65-69,共5页
New Century Library
基金
江苏高校优势学科建设工程江苏师范大学教育学资助项目(PADA)
2015年度江苏师范大学研究生科研创新计划重点项目"智慧教育视野中未来学习空间重构研究"(项目编号:2015YZD001)研究成果
