【作 者】：
魏丹丹， 徐海燕
【关 键 词 】：
智慧教学； 知识过载； 认知弹性； 多元表征； 认知情境
【栏 目】：
课程与教学
【中文摘要】：
智慧教学作为智慧教育的具体教学形态，其“知识过载”状况一直备受传统教学观念的束缚。究其原因，传统观念往往认为智慧教学“知识过载”是由于智慧教学课程目标偏离、教师信息技术应用不当、学习者缺乏知识整合能力等问题造成的。然而，从认知弹性理论的视角发现，智慧教学“知识过载”恰恰是多元认知表征的机遇、认知情境创设的依托和学习者弹性认知的契机。智慧教学应超越知识本身，更多地关注学习者深度认知的发展。通过增强多元表征意识、创设认知情境、提升元认知策略等路径促进智慧教学中的知识建构，以认知弹性发展推动智慧教学的智慧生成，提高智慧教学的教学质量。
【英文摘要】：
As a specific teaching form of wisdom education, smart teaching has always been constrained by the traditional teaching concept because of its "knowledge overload". The reason for this is that according to the traditional concept, it is often believed that the "knowledge overload" in smart teaching is caused by the deviation of curriculum goal, the improper application of information technology by teachers, and the lack of knowledge integration ability of learners. However, from the perspective of cognitive flexibility theory, the "knowledge overload" in smart teaching is precisely an opportunity for multiple cognitive representations, a support for the creation of cognitive contexts, and an opportunity for learners' flexible cognition. Smart teaching should go beyond knowledge itself and pay more attention to the development of learners' deep cognition. Knowledge construction in smart teaching is promoted through enhancing the awareness of multiple representations, creating cognitive contexts, and improving metacognitive strategies, so as to promote the wisdom generation of smart teaching through the development of cognitive flexibility and improve the teaching quality of smart teaching.