【作 者】：
钟志贤， 刘晓慧，张 义 ，宋博文
【关 键 词 】：
祝智庭； 智慧教育； 学术思想； 生成逻辑； 关键人物
【栏 目】：
理论探讨
【中文摘要】：
一门学科的代表人物通常是该学科体系发展的内核和风向标。基于CNKI数据库2012年12月至2024年8月祝智庭教授及团队发表的188篇文献，根据我国智慧教育发展演变的三大历史阶段，借鉴Rowe系统性文献综述方法，运用文献计量分析，通过涵化历史断面法、历史和逻辑相统一的认识方法，勾勒了祝智庭教授智慧教育思想的学术素描，探讨了其学术贡献、学术特点及其智慧教育思想的生成逻辑。祝智庭教授显著的学术贡献是从本体论、认识论、价值论、实践论和方法论方面，构建了“以人为本”的智慧教育理论与实践体系，具有“同频、迭代、跨域、绵延”的学术特点。其学术思想的生成逻辑图景包括未来逻辑、技术逻辑、历史逻辑、政策逻辑、现实逻辑、理论逻辑和实践逻辑。研究以期通过学科关键人物的研究窗口，展现我国智慧教育研究的发展历史和学术图志。
【英文摘要】：
The representative of a discipline is usually the nucleus and a bellwether of the development of the discipline system. Based on the 188 documents published by Professor Zhu Zhiting and his team in CNKI database from December 2012 to August 2024, this paper, according to three major historical stages of the development and evolution of smart education in China, sketches the academic portrait of Professor Zhu's thoughts on smart education by referring to the Rowe's systematic literature review method, adopting bibliometric analysis, and acculturating the historical cross-sectional method and the method of unifying history and logic. This paper explores Professor Zhu's academic contributions, characteristics and the generative logic of his thoughts on smart education. Professor Zhu's significant academic contributions lie in the fact that he has constructed a "human-centered" theory and practice system of smart education in terms of ontology, epistemology, axiology, theory of practice, and methodology, which is characterized by "synchronicity, iteration, cross-domain and continuity". The generative logic landscape of his academic thoughts encompasses"future logic, technological logic, historical logic, policy logic, realistic logic, theoretical logic and practical logic". This study aims to present the developmental history and academic landscape of smart education research in China through the lens of key figures in the discipline.