【作 者】：
郝建江， 郭 炯
【关 键 词 】：
精准教学； 技术赋能逻辑； 目标精准； 评价精准； 活动精准
【栏 目】：
课程与教学
【中文摘要】：
当前，以智能技术为支撑的精准教学在实践中存在着单一技术偏向、缺乏教育认知逻辑深思、教师作用地位弱化等不足，其原因之一在于对技术赋能精准教学的学理逻辑缺乏理论透视。研究从教育认知视角出发，在厘清精准教学概念内涵的基础上，分析其在开展过程中存在的目标设定、诊断评价、活动开展等方面的实践困境，并基于对智能技术的功能作用分析，探讨了智能技术赋能精准教学目标、评价、活动精准开展的实现逻辑：借助群体学情分析、个体需求诊断、图谱关系分析实现目标精准设定；借助数据采集、分析挖掘、可视化技术实现评价的自动实施、智能分析，助力评价结果应用的分层精准干预；借助资源推荐、工具辅助等助力多元学习活动精准设计与实践开展，并能为学习活动的过程干预与实时反馈提供支持。
【英文摘要】：
At present, precision instruction supported by intelligent technology in practice suffers from single technological bias, lack of deep thinking about the cognitive logic of education and a weakened role of teachers. One of the reasons is the lack of theoretical understanding of the theoretical logic of technology-enabled precision instruction. From the perspective of educational cognition, this study analyzes the practical difficulties in goal setting, diagnosis and evaluation, and activity implementation in the process of precision instruction on the basis of clarifying the connotation of the concept of precision instruction. Based on the analysis of the function of intelligent technology, this study discusses the logic of achieving precise teaching objectives, evaluation and activities enabled by intelligent technologies: the precise setting of goals can be achieved with the help of the analysis of group learning, the diagnosis of individual needs and the analysis of mapping relationships. The hierarchical and precise intervention in the application of assessment results can be achieved with the help of data collection, analysis and mining, visualization technology to realized automatic implementation of assessment and intelligent analysis. Multiple learning activities are precisely designed and carried out with the help of resource recommendations and tools assistance, which can provide support for process intervention and real-time feedback of learning activities.