【作 者】：
胡艺龄， 赵梓宏
【关 键 词 】：
学校组织变革； 教育数字化转型； 智能教育； 协同关系； 多主体仿真
【栏 目】：
学科建设与教师发展
【中文摘要】：
运用智能技术激活教育数据价值、创新教学实践、赋能教育治理，是当前教育数字化转型与智能教育变革的实施路径。而在促进教育数字化转型成功之路上，既需要充分发挥管理者“自顶向下”的宏观决策，也需要充分调动教师群体通过“自底向上”的教学实践创新，更需要寻求二者相互融合、协同的均衡关系，以推动智能时代下学校组织的变革与重塑。为深入探究管理者与教师在学校组织变革中的协同关系，研究综合复杂性科学和组织变革理论，通过设计多主体仿真系统，以仿真实验的方法剖析二者的复杂协同作用。研究通过仿真数据分析，详细探讨了管理者他组织与教师自组织在不同初始情况、不同协同模式下，对学校组织变革产生的六类影响结果。最终，研究结论揭示：教师的自组织教学创新实践是学校人工智能变革的基础；管理者他组织的战略决策是提升学校组织变革绩效上限的关键；他组织与自组织的关系处于均衡，并更关注教师群体的实践智慧时，能够最大程度推动智能教育变革的实施。
【英文摘要】：
The utilization of intelligent technologies to activate the value of educational data, innovate teaching practices, and empower educational governance represents the current implementation path for the digital transformation of education and the evolution of intelligent education. On the way to promote the success of the digital transformation of education, it is necessary to fully leverage the "top-down" macro decision-making of managers, and fully mobilize the innovation of "bottom-up" teaching practice of the teacher community. More importantly, it is necessary to seek a balanced relationship of mutual integration and collaboration between the two to promote the transformation and reshaping of school organizations in the era of intelligence. In order to deeply explore the collaborative relationship between managers and teachers in school organizational change, this study integrates complexity science and organizational change theory, and designs a multi-agent simulation system to analyze the complex collaborative effect of the two through simulation experiment. Through the analysis of simulation data, this study discusses in detail the six kinds of effects on manager heter-organization and teacher self-organization on school organizational change in different initial conditions and different collaborative modes. Finally, the findings reveal that teachers' self-organised innovative teaching practice is the basis for artificial intelligence reform in schools. The strategic decision of managers' heter-organisation is the key to raising the upper limit of organizational change performance in schools. When the relationship between heter-organization and self-organization is in balance, and more attention is paid to the practical wisdom of teachers, the implementation of intelligent educational change can be maximized.