【作 者】：
吕晓娟， 杨海燕， 李晓漪
【关 键 词 】：
信息化教学； 百年嬗变； 发展愿景
【栏 目】：
历史与国际比较
【中文摘要】：
信息化教学百年嬗变中，经历了视听教学、计算机教学、网络教学以及智能教学四个历史阶段,将教学由平面变为立体，突破了传统学习的时空限制、催生了教学范式的转变、重构了课堂教学生态以及创新了教学评价体系。信息技术已经成为日常教育教学发展与创新的关键要素融入教育教学之中。我们在为信息技术取得的教学成就而欢呼雀跃的同时，也要理性看待存在的问题，比如教学异化为技术控制、教师角色定位与身份认同危机、师生之间的交往关系变得疏离以及催生教学伦理安全问题等。尤其是面对人类社会第四次“工业革命”的到来,我们不但要警惕信息化教学中潜藏的危机，更要拒斥技术悲观主义的论调。从信息化百年的历史脉络与当前信息技术突飞猛进的大发展不难看出，未来教学必将出现明显的转向，即教学主体转向“人—机”共生的共同体，教学活动转向信息技术与教学的深度融合，教学生态转向智慧化的学习，未来学校转向共享共生的新蓝图等。
【英文摘要】：
In the century of evolution of information-based teaching, it has experienced four historical stages of audio-visual teaching, computer teaching, network teaching and intelligent teaching. Two-dimensional teaching has become three-dimensional one, which breaks through the time and space limitation of traditional learning, promotes the transformation of teaching paradigm, reconstructs the classroom teaching ecology and innovates the teaching evaluation system. Information technology has become a key element in the development and innovation of daily education and teaching. While we are cheering for the teaching achievements of information technology, we should also take a rational view of the existing problems, such as the alienation of teaching into technical control, teacher role positioning and identity crisis, the estrangement between teachers and students and the emergence of ethical safety issues in teaching. Especially in the face of the advent of the fourth