【关 键 词 】：
技术增强型学习环境； 教学创新； 离心效应； 智慧教学法
Instructional innovation driven by emerging technologies is proved to be a wrong solution. Information technology might bring convenience to learning, but it cannot bring effective learning by itself. Moreover, it could cause "centrifugal effects" which deviate from learning objectives and induce detriments to learners' physical and mental health because of its improper application."Centrifugal effects"in technology-enhanced learning environments(TLEs) is the bottleneck that restricts the development of ICT in education from simple application to infusion and innovation, which needs high lightened alertness and rational reflections. This paper differentiates three types of "centrifugal effects" in TELs, which are as follows: consistently seeking the application of new and interesting technologies in teaching and learning and ignoring the students' grasp of the learning content; abusing technologies for mobile Internet and virtual integration and ignoring the control of students' cognitive risks; teachers conducting weak treatments with the loose instructional structure and learners studying but with less learned. Causes of "centrifugal effects" are as follows: the overemphasis on game-based learning glosses the significance of cognitive engagement for effective learning; the hypothesis of "digital natives" wrongly estimates the digital learning ability of learners; the blind adherence to " less teaching or no teaching" weakens the special significance of teachers instructions. The fundamental solution to"centrifugal effects" is to reveal the new laws of teaching and learning in TELs through scientific empirical research, and improve the educational productivity with deep correlation and two-way transformation of theory and practice. What is more, in order to realize "infusion effects" of ICT in education, it is crucial to drive the learning environment elements by new pedagogy (S-M-A-R-T) rather than emerging technologies.