【作 者】：
吴南中， 袁夏梦， 胡振川
【关 键 词 】：
大规模个性化教学； 自适应学习； 智能技术； 课堂形态； 数字化转型
【栏 目】：
课程与教学
【中文摘要】：
大规模个性化教学是将智能技术深度嵌入教学本体，全面强化教与学适配关系，支持学习者自适应发展的一种教学形态，其既是高质量教育发展的理想，也是智能时代的教育原则。基于发生认识论、技术赋能论等理论，廓清大规模个性化教学的起点是促进学习者认知、教学过程需关注“确定性”的教学活动和“偶遇性”的非预期活动、教学条件依赖智能技术的充分应用等大规模个性化教学的理论立意。研究梳理了包括教学理念的生命个性化立场、教学内容的个体化适配、教学组织的虚实一体化生成、教学方法的适应性调整、学习活动的聚集化呈现、智能技术的过程性支持、学习时间的混合性建构、学习空间的智慧化集置，以及数据技术的基座性支撑等大规模个性化教学课堂的结构要素；并进一步对大规模个性化教学开展整体形态寻绎，建构了以个体发展为核心的形态基座、以个体适配为取向的内容组织、以个体适应为取向的教学活动、以个体支持为目标的时空形态及其相互关系，促使课堂围绕学习者的个性化发展，形成具有稳定的、形式化特征的结构模型。大规模个性化教学课堂形态旨在指引教师的教学实践中突出个体发展的教学认知，按照教学要素的新关系、教学过程的新逻辑、教学时空的新样态调整教学。
【英文摘要】：
Massive personalized teaching is an instructional model that deeply embeds intelligent technologies into the teaching ontology, comprehensively strengthens the alignment between teaching and learning, and supports learners' self-adaptive development. It represents both an ideal for high-quality educational development and an educational principle in the intelligent era. Based on theories such as genetic epistemology and technology empowerment theory, the study clarifies the theoretical foundations of massive personalized teaching. These include promoting learner cognition, focusing on both "deterministic" instructional activities and "serendipitous" unexpected activities within the teaching process, and fully leveraging intelligent technologies when teaching and learning. The study sorts out the structural elements of massive personalized teaching classrooms, including the life-oriented personalization stance in teaching philosophy, the individualized adaptation of teaching content, the integrated generation of virtual-physical teaching organization, the adaptive adjustment of teaching methods, the aggregated presentation of learning activities, the procedural support of intelligent technology, the mixed construction of learning time, the intelligent assemblage of learning spaces, and the foundational support of data technology. It further explores the overall pattern of massive personalized teaching and constructs a structural model with stable and formalized characteristics to focus on learners' personalized development. The model is composed of a form foundation centered on individual development, content organization oriented toward individual adaptation, teaching activities oriented toward individual adjustment, and spatiotemporal forms targeting individual support, along with their interrelationships. The classroom pattern of massive personalized teaching aims to guide teachers to highlight individual development within their instructional practices, and adjust their instructions according to new relationships among teaching elements, new logics of the teaching process and new patterns of teaching time and space.