【作 者】：
刘晓琳， 张立国
【关 键 词 】：
技术增强型学习环境； 教学创新； 离心效应； 智慧教学法
【栏 目】：
学习环境与资源
【中文摘要】：
以新兴技术驱动教学创新是一条失败的路线。信息技术或许可以使学习变得便捷，但它本身并不能使学习有效，应用不当甚至可能产生偏离学习目标、损害学生身心发展的“离心效应”。技术增强型学习环境中的“离心效应”是制约信息化教学由普遍应用向融合创新转段升级的瓶颈，必须予以高度警惕和理性反思。文章基于已有研究证据廓清了三类典型的“离心效应”：不断追寻新奇有趣技术的教学应用，忽视学生对学习内容的掌握；滥用技术的移动互联和虚实融合性，忽视对学生认知风险的管控；教师对教学进行弱处理，教学结构松散，学生学而所知甚少。其成因在于：对“趣悦化学习”的过分强调，掩盖了认知投入对有效学习的重要性；对“数字土著”的错误假设，高估了学生利用信息技术促进学习的能力；对“少教不教”教学方式的盲从，弱化了教师指导性教学的独特意义。破解“离心效应”的根本出路在于以科学实证的研究揭示技术增强型学习环境中教与学的新规律，关键在于以理论和实践的深度关联和双向转化，提升新环境中的教育生产力，最终落脚点在于以新型教学法而非新兴技术驱动学习环境各要素，实现信息化教学的“融合效应”。
【英文摘要】：
Instructional innovation driven by emerging technologies is proved to be a wrong solution. Information technology might bring convenience to learning, but it cannot bring effective learning by itself. Moreover, it could cause "centrifugal effects" which deviate from learning objectives and induce detriments to learners' physical and mental health because of its improper application."Centrifugal effects"in technology-enhanced learning environments(TLEs) is the bottleneck that restricts the development of ICT in education from simple application to infusion and innovation, which needs high lightened alertness and rational reflections. This paper differentiates three types of "centrifugal effects" in TELs, which are as follows: consistently seeking the application of new and interesting technologies in teaching and learning and ignoring the students' grasp of the learning content; abusing technologies for mobile Internet and virtual integration and ignoring the control of students' cognitive risks; teachers conducting weak treatments with the loose instructional structure and learners studying but with less learned. Causes of "centrifugal effects" are as follows: the overemphasis on game-based learning glosses the significance of cognitive engagement for effective learning; the hypothesis of "digital natives" wrongly estimates the digital learning ability of learners; the blind adherence to " less teaching or no teaching" weakens the special significance of teachers instructions. The fundamental solution to"centrifugal effects" is to reveal the new laws of teaching and learning in TELs through scientific empirical research, and improve the educational productivity with deep correlation and two-way transformation of theory and practice. What is more, in order to realize "infusion effects" of ICT in education, it is crucial to drive the learning environment elements by new pedagogy (S-M-A-R-T) rather than emerging technologies.