数字治理的教育“数据化”危机:出场、运作与转化

Education“Datafication”Crisis in Digital Governance:Appearance,Operation and Transformation

在教育全球化和信息化时代,将现代数字化技术与治理理论融合的“数字治理”已经成为一种新型的治理模式。它通过凸显教育中的“比较”导向、研究“困境”和对教师的“检查”使“数字治理”在教育系统中成为一种可能;并基于可比的标准、限制的证据话语以及表演的教学技术在政策技术、研究范式和教师行动三个层次上导致了教育系统中数字治理的运作循环。然而,基于当下教育现实,我们应当辩证地认识到教育治理中的“数字”建构是必需的,并将问题进一步聚焦到,在教育的数字治理过程中如何维护教育研究在知识建制类型上的丰富性与方法论上的自治与多元承诺,同时既避免宏观政策同质化的理念假设,又不在微观层面催化学校和教师的表演性技术。因此分别从政策行动、教育研究以及教师参与三个维度提出应对策略:数字文化定位与本土化的意义重塑、多元的方法论逻辑与共同的知识生产以及信任的协作与持续的专业学习。

In the era of educational globalization and informatization,digital governance,which integrates modern digital technology and governance theory,has become a new governance model.It makes“digital governance”possible in the education system by highlighting the“comparison”orientation in education,studying“dilemmas”and“checking”teacher;And based on comparable standards,limited evidence discourse and performing teaching technology,it leads to the“digital”operation cycle of digital governance in the education system at the three levels of policy technology,research paradigm and teacher action.However,based on the current educational reality,we should recognize that the construction of“digital”in educational governance is necessary,and further focus on how to maintain the richness of educational research in the type of knowledge system and the self governance and pluralistic commitment in methodology in the process of educational digital governance,while avoiding the conceptual assumption of macro policy homogenization,and not catalyzing the performance technology of schools and teachers at the micro level.Therefore,countermeasures are put forward coping strategies from three dimensions:the meaning reconstruction of digital culture positioning and localization,diversified methodological logic and common knowledge production,trust cooperation and continuous professional learning.