【作 者】：
安 涛， 杨 成
【关 键 词 】：
数字教育； 数字文明； 教育数字化转型； 教育观
【栏 目】：
理论探讨
【中文摘要】：
教育数字化转型需要与时俱进的理论探索。根据技术、社会和教育的互构关系可以建构“技术—社会—教育”互构关系模式，技术与社会协同演化，催生新的技术范式和社会结构，社会与教育呈现同构关系，技术与教育存在相互适应关系。数字技术与社会、教育相互建构，构成了数字教育的时代背景和推动力。数字教育发展观体现在创造取向的目的观、个性化的过程观、全社会参与的时空观、日常实践的技术观和以人为本的评价观等方面。数字教育研究还需上升到哲学层面进行理论建构，数字教育具备生成意义上的混合本体论，“教师—技术—学生”主体间性认识论。数字教育需要回归“人是目的”的根本原则，建立人技共善的价值理念，并践行科学与人文相结合、宏观叙事与微观叙事相统一的方法论。
【英文摘要】：
The digital transformation of education requires theoretical exploration that keeps pace with the times. According to the inter-constructive relationship among technology, society, and education, an inter-constructive relationship model of "technology-society-education" can be constructed, in which technology and society evolve synergistically, giving rise to new technological paradigms and social structures, society and education show isomorphic relationship, and technology and education have a mutually adaptive relationship. The mutual construction of digital technology and society forms the background and driving force of digital education. The developmental perspective of digital education is reflected in the purpose-oriented view emphasizing creativity, a process-oriented view focused on personalization, a spatiotemporal view involving whole-of-society participation, a technology view grounded in everyday practice, and a human-centered evaluation view. The research on digital education also needs to be elevated to a philosophical level for theoretical construction. Digital education has both a hybrid ontology in terms of generative meaning and a "teacher-technology-student" intersubjective epistemology. Therefore, digital education needs to return to the fundamental principle of "human being the purpose", establish the value concept of human-technology co-flourshing, and practice the methodology that combines science and humanities, and unifies macro-narrative and micro-narrative.