【作 者】：
刘革平， 农李巧
【关 键 词 】：
泛在学习； 智能时代； “泛智”论； 智慧学习； 夸美纽斯
【栏 目】：
理论探讨
【中文摘要】：
随着大数据和人工智能等新一代信息技术逐渐应用于教育领域，学习模式的个性化和学习路径的多元化等表征样态越发凸显，由数字化学习过渡到移动学习再到泛在学习进而发展成智慧学习的多模态学习形式备受关注。厘清智慧学习的学习本质观、学习空间、学习内容和学习方式对构建新时代的教学模式意义重大。回溯夸美纽斯的“泛智”论、“泛教”思想及终身学校理念，分析其“把一切事物教给一切人”的主张，发现该思想与泛在学习内涵实质联系紧密，二者共同构成“把一切知识教给一切人”的“泛”教育思想。把握“泛”教育思想的本质，构建以学习力为导向、以学生为中心的智慧学习观可发现：学习观由知识本体论过渡到方法论、学习空间从一维扩展到三维、学习内容变得多而庞杂，继而学习方式需转型。
【英文摘要】：
As the new generation of information technologies such as big data and artificial intelligence are gradually applied in education, the characteristics of personalized learning and diversified learning are becoming more and more prominent. The transition from digital learning to mobile learning to ubiquitous learning and then to smart learning has attracted much attention. It is of great significance to clarify the essence of learning, learning space, learning content and learning style of smart learning for the construction of teaching model in the new era. Looking back on Comenius' ideas of "Pansophism" , "Pan education" and lifelong school, this study analyzes Comenius' claim of " teaching all things to all people" and finds that his ideas are closely related to the essence of ubiquitous learning, which together constitutes the "pan" educational thought of "teaching all knowledge to all people". By understanding the essence of
"pan" educational thought and establishing a learning capacity-oriented and student-centered view of smart learning, this study finds that: the view of learning has changed from knowledge ontology to methodology, the learning space has expanded from one dimension to three dimensions, the learning content has become multiple and complex, and thus the learning approach needs to be transformed.
【下 载】：
从“泛智”论到泛在学习进阶智慧学习： 论“泛”教育思想的内在关联和价值意蕴