【作 者】：
屠明将， 吴南中
【关 键 词 】：
智慧学伴； 在线教育； 交互性； 具身认知； 联通主义学习
【栏 目】：
网络教育
【中文摘要】：
在线教育通过“疫情”大考之后，如何设计个性化工具以提升交互层次，促进学生学习效率和学习深度的提高，成为研究者关注的话题。通过分析在线教育的交互危机，提出“智慧学伴”的嵌入逻辑与作用方式，进而形成“三伴共生”“三伴一体”以及“三维一体”的整体架构，解决在线学习中“人”的缺位问题。要实现“智慧学伴”的价值，需要基于具身认知理论、空间理论和联通主义学习理论，从激发具身性主动参与的自觉意识、创设时空一体的分布式信息环境以及助推学习者联通化知识生成三个层面凝练“智慧学伴”理念再造维度，以此进行技术开发和数据基础的获取。
【英文摘要】：
How to design personalized tools to improve the level of interaction and promote students' learning efficiency and depth has become a topic of concern for researchers after the COVID-19. By analyzing the interactive crisis of online education, this paper puts forward the embedded logic and function mode of "smart learning partners", and then forms the overall structure of "three-partner symbiosis(smart companion, smart playmate, smart accompany)", "three-partner-in-one (learning partner, monitoring partner, learning companion)" and "three-dimension-in-one (time, content, mode) " to solve the problem of "human" vacancy in online learning. In order to realize the value of "smart partners", it is necessary to refine the dimension of idea reconstruction of "smart partners" from three aspects, namely, stimulating a consciousness of embodied active participation, creating a distributed information environment integrated with time and space, and facilitating the generation of learners' connected knowledge, so as to carry out technology development and data base acquisition based on embodied cognitive theory, spatial theory and connectivism learning theory.