【作 者】：
秦 丹， 张立新
【关 键 词 】：
精准教学； 大数据； 人工智能； 生成性教学； 数据素养
【栏 目】：
课程与教学
【中文摘要】：
精准教学是教育信息化2.0时代背景下以大数据、人工智能技术应用为核心的数据驱动型教学的典型代表，已逐渐形成由精准学情分析、精准目标分析、精准内容分析、精准路径选择和精准教学干预等核心环节构成的一般教学流程。以精准教学实践在不同发展阶段所依据的学习理论和技术基础的不同，提出精准教学1.0和精准教学2.0概念，并分别对其内涵和教学实践路径进行解析。在此基础上，对当前精准教学实践中呈现出的学生观、教学观以及教师能力三个维度进行学理性反思，提出：在学生观上，精准教学应尊重学习者作为一个生命实践体的本质属性，而非简单的数据集合；在教学观上，精准教学应突破“特殊认识活动论”的分析框架，努力在预设性路径和生成性路径之间寻求切实的平衡点；在教师能力维度上，为保证精准教学的有效实施，应将数据素养作为教师必备的能力结构之一。
【英文摘要】：
Precision teaching is a typical representative of data-driven teaching practice oriented by big data and artificial intelligence technology under the background of educational informatization 2.0. It has gradually formed a practical path composed of precise learning situation analysis, precise target analysis, precise content analysis, precise path selection and precise teaching intervention. On the basis of different learning theories and technical basis in different stages of precision teaching, this paper puts forward the concepts of precision teaching 1.0 and precision teaching 2.0, together with an analysis on their connotations and the route of teaching practice. Then , this paper makes a rational reflection on the three dimensions of views of students, views of teaching and views of teachers in current precision teaching practice , and proposes that in the view of students, precision teaching should respect the learner as a human rather than a simple data set. On the teaching view, precision teaching should break through the analytical framework of "activity theory for special cognition " and strive to find a practical balance between the preset path and the generative path. In terms of teacher competence, data literacy should be treated as one of the necessities for teachers in order to ensure the effective implementation of precision teaching.