【作 者】：
黄荣怀， 刘梦彧， 刘嘉豪， 张定文
【关 键 词 】：
智慧教育； 数字化转型； 表现性特征； 建构性特征； 教育信息化
【栏 目】：
理论探讨
【中文摘要】：
智慧教育作为教育信息化发展的高端形态，契合教育数字化转型的发展目标，已经成为各个国家教育期待发展的目标和全社会共同关注的话题。技术与教育的深度融合赋予了智慧教育全新的特征，体现为一个国家或区域智慧教育生态的表现性特征即智慧教育的“发展目标”和智慧教育系统的建构性特征即智慧教育的“实践取径”，其中表现性特征应符合共识性、指向性和稳定性原则，具体表现为（1）以学生为中心的教学,（2）全面发展的学习评估，（3）泛在的智慧学习环境，（4）持续改进的教育文化，（5）教育包容与公平的坚守，这也是智慧教育的五个关键特征。建构性特征应符合操作性、阶段性和多样性原则，具体表现为（1）积极性学生社交社群建构，（2）教师发展的优先支持计划，（3）合乎科技伦理的技术应用，（4）可持续的教育改革规划，（5）有效的跨部门跨域协同，这也是智慧教育的五个辅助特征。
【英文摘要】：
As a high-end form of education informatization development, smart education is in line with the development goal of education digital transformation and has become a target of education development in various countries and a topic of common concern for the whole society. The deep integration of technology and education endows smart education with brand-new features reflected in the performative features of a country or region's smart education ecology, namely the "development goal" of smart education and the constructive features of a smart education system, namely the "practical path" of smart education. Among them, the performative features should conform to the principles of consensus, directionality and stability, embodied in (1) Student-Centered Pedagogy, (2) Comprehensive Development Learning Assessment, (3) Smart and Ubiquitous Learning Environment, (4) Continuous Improvement Education Culture, (5) Commitment to Inclusion and Equity in Education, which are also the five primary features of smart education. The constructive features should conform to the principles of operability, stage and diversity, embodied in (1) Social Learning Community for Active Students, (2) Prioritized Support Program for Teachers, (3) Adopting Technologies in line with Ethics and Privacy, (4) Sustainable Plan for Education Reform, (5) Effective Muti-Sector Collaboration, which are also the five subsidiary features of smart education.
【下 载】：
智慧教育之“为何”与“何为” ——关于智能时代教育的表现性与建构性特征分析