【作 者】：
苗 逢 春
【关 键 词 】：
数字文明变局； 数字人文主义； 教育数字化战略性自主； 基于升维技术的教育数字基建； 数字包容与作为公共产品的数字技术； 数字素养与数字科创； 数实均权与创用内生； 科技伦理与数字社会秩序
【栏 目】：
教育数字化
【中文摘要】：
教育数字化转型是技术驱动的数字文明变局背景下，教育供给与管理的供给侧数字化改革、数字人才及数字人文主义价值观培养的教学育人需求侧内生实践创新以及教育对数字社会秩序重建的预前引领。文章在分析技术逐利和人文主义两种数字文明变局逻辑对峙的基础上，倡导以数字人文主义作为教育数字化转型的总体价值观原则。进而从数字文明变局的关键过程性要素出发，提出了教育数字化转型的辨析框架。基于该框架，主张教育数字化转型应重点关注战略性数字化自主的教育数字化转型历史责任、基于升维技术的教育数字基建、数字素养普及和数字科创能力建设、公共数字教育体系构建以及数字社会秩序重建五个战略领域，进而围绕五个领域诠释十项数字人文主义的具体价值观原则，揭示了各领域的人文忧患或关键趋势，并倡议了各领域的战略实施重点。
【英文摘要】：
The article puts forth a definition on the digital transformation of education as: in the context of the technology-driven civilizational transformation, the responsive supply-side reform towards digital provision and management of the education system, the demand-side adjustment of the development of human resources and humanistic values needed by the digitalization, and the mobilization of education and research to steer the reconstruction of digital social orders. Based on an analysis of the tension between the technology-driven profit-seeking logic and the logic of humanistic civilization transit, the article proposes the use of digital humanism as the guiding principle for the digital transformation of education. It further proposes an analytical framework for the digital transformation of education. Using this framework, the article suggests five priority focus areas of the digital transformation of education including historic responsibilities of the digital transformation based on a digital strategic autonomy view, the building of the digital infrastructure from the view to dimensionally upgraded digital technologies, development of digital competencies and digital-innovation competencies, construction of public digital education systems, and the reconstruction of digital social orders. It delineates the domain-specific humanistic principles for the five areas, reveals the humanistic concerns and key trends, and recommends key initiatives under each of the areas.