【作 者】：
郑旭东， 贾洋洋， 沈晓臣， 袁 晶
【关 键 词 】：
教育数字化； UGBS机制； 三螺旋结构； 四方协同； 莱维飞行
【栏 目】：
教育数字化
【中文摘要】：
文章从历史哲学和政治哲学的高度出发，认为教育信息化是教育领域的“工业革命”，目标是实现作为“信息型”实践的教育从劳动密集型向技术密集型的制度转型，UGBS机制的产生在这一进程中有其逻辑必然性且揭示了这一转型独特的动力学机制。对此，文章提出了UGBS概念化这一理论命题，即明确四大行动主体及其交互关系。基于“大学—产业—政府”三螺旋结构这一概念框架，结合中国教育信息化发展历史对UGBS机制的产生与发展进行了回顾与阐释，实现了历史与逻辑的统一。文章从系统论和生态学视角出发，尝试对教育数字化进程中“UGBS机制究竟向何处去”这一问题进行了回答，提出教育变革的历史轨迹正从“布朗运动”向“莱维飞行”切换，UGBS机制未来需要应对教育创新之“莱维飞行”中潜藏的风险，教育数字化让教育生态系统进化始终处于混沌边缘，UGBS机制中蕴涵着教育数字化可持续发展的密码，在破解UGBS基因组密码的同时要谨防其发生负面的基因突变。
【英文摘要】：
From the perspective of historical and political philosophy, this paper argues that educational informatization is the "industrial revolution" in the field of education, the goal of which is to realize the institutional transformation of education from the labor-intensive to the technology-intensive as an "information-based" practice. The emergence of the UGBS mechanism has its logical necessity in this process, and reveals the unique dynamics of this transformation. In this regard, this paper puts forward UGBS conceptualization to clarify four main actors and their interactive relationships. Based on the conceptual framework of the triple helix structure of "University-Industry-Government", this paper reviews and explains the emergence and development of the UGBS mechanism combined with the history of China's education informatization development, thus realizing the unity of history and logic. From the perspectives of system theory and ecology, this paper tries to answer the question of "where the UGBS mechanism is going" in the process of educational digitization, and proposes that the historical trajectory of educational reform is switching from "Brownian Movement" to "Levy Flight". In the future, the UGBS mechanism needs to deal with the potential risks in the "Levy Flight" of educational innovation. Educational digitalization has always kept the evolution of educational ecosystem on the edge of chaos, and the UGBS mechanism contains the code for the sustainable development of educational digitalization. While cracking the genome code of UGBS, it is necessary to be cautious of negative genetic mutations.
【下 载】：
教育数字化可持续发展的UGBS机制 ——从何处来？向何处去？