智能時代基礎教育課程的變與不變

Changes and Constants of Basic Education Curriculum in the Intelligent Era

「變」與「不變」是教育數位化轉型進程中必須好好回答的辯證命題。智能時代的基礎教育課程變革是主動回應時代變局、應對全球科技競爭的必然之勢。一方面，可以從教師—方案—學生三要素互動來理解智能時代課程的「方式之變」：「教師—學生」二元互動結構演變為「教師—智能體—學生」三元協同關係；「教師—方案」互動的標準模式轉向人工智慧賦能下教師的創造性使用；「學生—方案」互動從被動消極地接受學習走向個性化的主體實踐。另一方面，還需要從價值對齊視角，理解課程育人的「目的不變」：必須始終堅持立德樹人之根本任務，明確基礎教育體系的基礎性、先導性與全局性地位，堅持保障教育公平。此外，課程思維關注如何達成的問題，還需要著力明晰「實然之變」的三個著力點，堅持系統性工程與試點性推進相結合，以課程實施監測關注「變」的真實性和有效性，並進一步強化「變」的保障支撐機制。

Changes and constants constitute a dialectical proposition that must be addressed in the process of educational digital transformation. The curriculum reform of basic education in the intelligent age is an inevitable trend to proactively respond to the changing landscape of the times and cope with global technological competition. On the one hand, the transformations of curriculum style in the intelligent age can be interpreted from the interaction of three core elements: teachers, curriculum programs, and students. First, the traditional binary interactive structure of “teachers-students” has evolved into a ternary collaborative relationship of “teachers-AI agents-students”. Second, the standardized interaction mode between “teachers and curriculum programs” has shifted toward teachers’ creative utilization of programs empowered by artificial intelligence. Third, students’ interaction with curriculum programs has transformed from passive and receptive learning to personalized and subject-centered practice. On the other hand, the unchangeable nature of the curriculum’s educational objectives should be clarified from the perspective of value alignment. It is imperative to adhere to the fundamental task of fostering virtue through education, consolidate the basic, guiding and overall status of the basic education system, and uphold the principle of ensuring educational equity. Furthermore, as “curriculum thinking” focuses on the pathways to achieve goals, it is necessary to identify three key priorities for promoting practical changes. Specifically, we should integrate the implementation of systematic projects with pilot initiatives, monitor the authenticity and effectiveness of changes through curriculum implementation assessment, and further strengthen the guarantee and support mechanisms for driving such changes.