【作 者】：
李 芒， 余露瑶
【关 键 词 】：
教育数字化； 历史回顾； 技术决定论； 物本主义； 协调发展观
【栏 目】：
理论探讨
【中文摘要】：
出于对追赶世界一流的渴盼，近代中国长期不懈地关注器物文明。对这种历史实践的反思有助于教育数字化的健康发展。其一，明确教育数字化的指导理念，体用统一而中和，融洽共生而相互作用。教育数字化不应只关注表层的“用”，更应关注内核的“体”，即教育技术文化的进步，由此才能触发深层次的教育变革；其二，应走出技术决定论和物本发展观的误区，认识到物只是发展条件，技术本无力承担变革教育的重任，人的开悟才是影响教育发展的核心因素；其三，教育数字化应树立物与人辩证统一的协调发展观，主要包括发展的主要矛盾与次要矛盾的统一、发展平衡与不平衡的统一以及发展短板与潜力的统一。借助上述的历史启迪，人们能够更为警醒地认识当前教育数字化面临的问题，以便有效地探索其发展道路。
【英文摘要】：
Because of the desire to catch up with the world's first class, modern China has been focusing on the civilization of artifacts for a long time. Reflecting on this historical practice is helpful to the healthy development of the digitalization of education. Firstly, the guiding concept of the digitization of education should be clarified, that is, unity of body and use, harmony and symbiosis, and interaction. The digitalization of education should not only focus on the "use" superficially, but also on the "body" essentially, i.e. the progress of educational technology and culture, so as to trigger the deep education reform. Secondly, we should get out of the misunderstanding of technological determinism and the object-based development view. It should be realized that the objects are only the conditions for development, and technology is incapable of undertaking the task of transforming education, and that the enlightenment of human beings is the core factor affecting the development of education. Thirdly, the digitalization of education should establish a coordinated view of development that is based on the dialectical and unified development of things and people, including the unity of major and minor contradictions in development, the unity of balanced and unbalanced development, and the unity of short board and potentials in development. With the help of the above historical enlightenment, people can be more alert to the current problems faced by the digitalization of education, so as to effectively explore its development path.