技术支撑教育活动系统变革的可能性框架

A Theoretical Framework on Probabilities of Technology for Promoting Educational Activity System Evolving

技术影响教育的过程与规律问题一直是教育技术领域关注的核心，该研究将教育视为活动系统，采用历史研究法，从生产力与生产关系辩证关系的角度分析技术对教育活动系统的影响，并在此基础上构建了现代媒介技术(ICT)支撑教育活动系统变革的可能性总体框架，旨在为教育信息化进程中全面地认识信息技术的作用、合理地利用信息技术为教育服务提供参考。从教育与技术的历史发展过程来看，传播媒介技术对教育活动系统曾经产生过革命性影响，它不断为教育活动系统提供新的教育媒介，并引起教育资源形式、载体形式、复制方式及传播特征的变革，同时伴随着教育生产关系和生产方式的变革。现阶段，ICT正在持续对教育领域产生着影响，并为教育活动系统的新一轮变革提供了丰富的可能性，我们从三个层面对这些可能性进行了阐释：第一层面，ICT支撑数字化学习环境建设，从物理条件层面上为教育活动系统的变革提供可能；第二层面，数字化学习环境支撑教育教学层面上更为深层次的变革，包括更为多元化的学习活动、教育共同体的创建、教育资源的共建共享、升华的学习体验等；第三层面，以上一系列的变化会提升教育的效率、效果与效益，并从价值层面上为推动教育的公平、全球化、个性化提供可能性，进而促进终身教育的发展和学习型社会的建设。

The process and laws that technologies affect education are always the main focus in educational technology field. In this paper， we treat education as an activity system， and then the effects that technologies imposed on the educational activity system was analyzed from the perspective of the dialectic relation between productive forces and production relations. Based on which we construct the theoretical framework on probabilities of technology for promoting educational activity system evolving， in order to provide references for more comprehensive understanding of technology and using technologies more properly during the process of educational informationization. Looking back to the history of education and technology， media technology have had revolutionary effect on education， it provided new educational media for educational activities， changed the symbol， carrier， replication of content and the character of delivery of educational resources， and finally changed the educational production relations. At present， Information Communication Technology (ICT) provides varieties of probabilities for education reform from three levels. First， ICT support the construction of digital learning environments; Second， with the digital learning environments， it is possible for more diversified activities， the construction of educational communities with teachers and students as subject， co-construction and sharing of educational resources; Third， all the changes above can improve the results， efficiency and benefits of educational activity system， promote the development of educational equity， globalization， individualization， and lifelong learning， then finally support the building of learning society.