随着互联网信息技术和移动智能终端设备的广泛应用和普及,微课泛在化学习理念从大数据时代背景下衍生出来,泛在化学习理念与马克思主义教育哲学的实践性、教育主体性和教育公平相契合,因此新型微课泛在化学习理念深入人心。推进微课泛...随着互联网信息技术和移动智能终端设备的广泛应用和普及,微课泛在化学习理念从大数据时代背景下衍生出来,泛在化学习理念与马克思主义教育哲学的实践性、教育主体性和教育公平相契合,因此新型微课泛在化学习理念深入人心。推进微课泛在化学习模式必须防范移动智能终端系统的负面影响、关注教育信息化发展不均衡的特征和推动教师教学观念的更新迭代,以引导学生参与微课泛在化学习的活动和加快推进我国教育信息化基础设施建设为重点推进策略,推进新型微课泛在化学习模式普及和应用。With the widespread application and popularization of internet information technology and mobile smart devices, the concept of micro-class ubiquitous learning derived from the context of the big data era, aligns well with the practical nature, subjectivity in education, and educational equity advocated by Marxist educational philosophy. As a result, the new concept of micro-class ubiquitous learning has gained deep resonance among learners. To advance the model of micro-class ubiquitous learning, it is essential to mitigate the negative impacts of mobile smart terminal systems, address the uneven development characteristics of educational information technology, and promote the renewal and iteration of teachers’ educational concepts. Key strategies should focus on guiding students to engage in micro-class ubiquitous learning activities and accelerating the construction of educational information infrastructure in our country, thereby facilitating the widespread adoption and application of the new model of micro-class ubiquitous learning.展开更多
文摘随着互联网信息技术和移动智能终端设备的广泛应用和普及,微课泛在化学习理念从大数据时代背景下衍生出来,泛在化学习理念与马克思主义教育哲学的实践性、教育主体性和教育公平相契合,因此新型微课泛在化学习理念深入人心。推进微课泛在化学习模式必须防范移动智能终端系统的负面影响、关注教育信息化发展不均衡的特征和推动教师教学观念的更新迭代,以引导学生参与微课泛在化学习的活动和加快推进我国教育信息化基础设施建设为重点推进策略,推进新型微课泛在化学习模式普及和应用。With the widespread application and popularization of internet information technology and mobile smart devices, the concept of micro-class ubiquitous learning derived from the context of the big data era, aligns well with the practical nature, subjectivity in education, and educational equity advocated by Marxist educational philosophy. As a result, the new concept of micro-class ubiquitous learning has gained deep resonance among learners. To advance the model of micro-class ubiquitous learning, it is essential to mitigate the negative impacts of mobile smart terminal systems, address the uneven development characteristics of educational information technology, and promote the renewal and iteration of teachers’ educational concepts. Key strategies should focus on guiding students to engage in micro-class ubiquitous learning activities and accelerating the construction of educational information infrastructure in our country, thereby facilitating the widespread adoption and application of the new model of micro-class ubiquitous learning.
