导读：教育数字化并没有像人们所期望的那样取得明显成就，没有像在工业、金融、物流、交通、城市管理等领域取得巨大成功。而且数字化在教育上的运用还经常受到怀疑和诟病。为什么呢？——袁振国
教育是一个以人为主体的复杂系统，教育数字化转型的内容和取向不像绝大多数行业或领域的数字化转型那么简单和直接，教育数字化转型与对教育的认识和对人的认识紧密结合在一起。教育数字化转型的成果最终要体现在教书育人和促进人的发展上。数字化转型网szhzxw.cn
一、数字化不仅赋能教育更是重塑教育
教育数字化是对现有教育的改造，更是对未来教育的想象，如何把握未来教育的走向对充分认识和发挥数字化的作用非常重要。3000 年前学校诞生，这是人类第一次教育大变革。人类开启了有目的、有计划、有组织的文明传递历程，知识被有效地组织起来，文明进程大大加速。但能够接受学校教育的人数在很长时间里只有人口几百分之一甚至几千分之一，是极为小众的教育。300 年前，工业革命到来。大工业生产对每个进入社会生产过程的人提出了具备现代科学常识的要求，同时也为提供这种知识的教育创造了条件，这就是以班级授课制为基础的现代教育制度的建立，这是人类第二次教育大变革。班级授课制极大地提高了教育效率，使得大规模、大众化教育得以实现。但是，这种教育也让人类付出了沉重的代价，人类教育从此走上了标准化、统一化、单一化道路，标准的答案、统一的节奏、单一的内容，极大地限制了人的个性化和自由性发展。尽管几百年来人们进行了各种努力，力图通过学分制、选修制、走班制、弹性授课制等多种方式缓解和抵消班级授课制带来的标准化弊端，但总的说来只是杯水车薪，收效甚微。要通过已有的制度和模式打破标准化教育定制几乎是不可能的。数字化转型网szhzxw.cn
数字化的发展深刻改变了人类的生产方式和生活方式，也深刻改变着人类的学习方式和教育方式。数字化教育为实现大规模个性化教育，为人类第三次教育大变革的到来提供了变革的力量。
数字化教育首先是打破了教育的时空限制，形成了时时、处处、人人可学的泛在学习新形态；其次是打破了一门课、一本书的局限，极大地丰富了教育内容，为学习者广泛吸取和选择学习内容提供了无限广阔的天地；第三是打破了一个班级四、五十个学生伴随数年不变的局限，通过各种学习社区的建立，交往空间大大拓展，从理论上讲每个人可以听取每位老师的课程，每位老师可以服务于每位学生；第四是打破了标准化、统一化的教学模式，为真正实现因材施教提供了可能。数字教育实现教育个性化的关键是自适应学习技术的运用，它通过构建揭示学科知识内在联系的知识图谱，测量和诊断学习者的已有水平，跟踪学习者的学习过程，收集和分析学习者的学习数据，为学习者提供个性化的学习方案，推送合适的学习资源和学习路径，在反复测量、推送、学习、反馈的过程中，把握学习者的最近发展区，为每个人提供最适合的学习内容和学习节奏，激发学习者的学习兴趣和学习热情，满足学习者的成就感，建立学习者的自信心，使每个人成为一个独特的“这一个”。数字化转型网szhzxw.cn
上海市 “一个学生一张课表”和“一个学生一条路径”（徐瑞哲，2021）数字化行动是这一技术初步运用的一个案例，它力图按照每位学习者的学习风格和学习基础定制个性化学习方案，推送合适的学习资源，让每位学生拥有自己专有的“课程表”；对学生发展的多种因素进行定义、量化和评估，通过分析学生多模态有时序性的学习数据，预判学生学习状态，为每位学生推荐适合的学习路径，以实现“因需导学”。
二、教育数字化的共同性与特殊性数字化转型网szhzxw.cn
教育数字化并没有像人们所期望的那样取得明显成就，没有像在工业、金融、物流、交通、城市管理等领域取得巨大成功。而且数字化在教育上的运用还经常受到怀疑和诟病。为什么呢？这是由教育数字化的复杂性和特殊性决定的。数字化转型网szhzxw.cn
前面我们说，教育数字化是数字技术在教育场景的运用，这是从外延说的，但并没有揭示教育数字化的本质。从内涵说，事物的本质体现在一事物与它事物的内在联系、必然联系的特殊性之中。在大多数领域，数字化程度越高，人参与的程度越低，就越便利、越高效、越精准、越成功。如果能够彻底代替人，那就是数字化的彻底成功。但是教育不是这样，教育活动不是物与物的联系，而是人与人的联系，教育数字化以人的发展为目的，是通过人、依靠人、为了人，以是否促进了人的发展为衡量标准。而人的发展主要通过内因起作用，通过人的自主能动性激发变化。教育是人和人的互动，离开了人教育就没有了。数字化如果仅仅是联结客观数据，不能与人的思想情感联系起来，不能激活人的脑神经机制，其作用是非常有限的。只有人和机器融为一体，实现人机交互、人机融合，教育数字化的功能才能真正发挥出来。
但到目前为止数字化教育总的来说还是以技术为中心的数字化。其特征表现为以下几个方面：一是重技术应用，轻人的发展，关注的是数字化的通用技术在教育上的运用，满足于提高现有教育的功能和效率，而很少研究对人的发展起了什么作用；二是重技术功能，轻教育功能，关注的是把已有的技术应用到教育场景中去，而不是以教育需求为导向，关注如何教书育人；三是重已有条件，轻未来想象，关注的是基于现有的教育场景、教学条件、教学模式的技术应用，是在传统教育背景上做加法，而不是创设新的教育形态和场景，促进教育变革创新；四是重“大数据”，轻“小数据”，和数字技术在其他场景中的应用类似，当前数字教育大都也是建立在大数据的思路上，尚未深入人的个性化发展的内在需求，缺乏对多维度、个体化的“小数据”收集、挖掘和使用。我把这种现象称为“数字化+教育”，是“冷数字教育”。而教育事业是以人为对象，为国家育人才、为个人促发展的活动，是有情有义、有温度的活动。数字教育要向“教育+数字化”转变，发展有温度的数字教育（袁振国，2022）。数字化转型网szhzxw.cn
“教育+数字化”，就是要以人为中心，以学习为中心，以促进人自由的、全面的、个性化的发展为目的，要从教育的问题出发，从未来的需要出发，以解决问题和变革创新导向，以教育规律和人的发展规律为引导，让技术为育人服务，在促进人的发展过程中发挥数字教育的不可替代性。
三、人机融合是教育数字化转型成功与否的决定性因素
数字教育会取代教师吗？数字化技术无疑将越来越多、越来越快、越来越好地替代简单、重复和繁重的劳动，使人类得到极大的解放，同时自然会取代人类的很多工作和岗位。由此，很多人担心数字化也会取代教师，使教师失业。其实这种担忧是多余的，数字化教育不仅不会取代教师，而且会促进教师回归本职工作，把精力和才智用于和学生思想的沟通，情感的交流和生命的对话，真正成为人类灵魂的工程师。
随着科学技术的发展，技术已经成为人的本质的一部分，科学技术越发达，这种本质性就越凸显。人类的发展与工具的发明和使用是同步的。人从最初使用石头，后来使用铁器，使用蒸汽机、电动机，再后来使用电脑、网络，人的手臂不断延伸，人的五官更加灵敏，人的大脑功能更加强大。随着数字化智能化的发展，人的学习时间和空间在拓展，学习的能力在提高，人和机器的优势都释放出来，人机交互并产生 1+1 大于 2 的效应。数字化转型网szhzxw.cn
人机交互在其他领域都没有像在教育领域中这么重要。在其他领域，人在机器之外，可以不参与机器的运行，但是学习不一样，数字化背景下的学习是人机交互的过程，同样一台电脑，同样一根网线，面对同一学习任务，有人可能很快就从网络上找到与之相关的有用资料，能够形成自己的判断，完成任务；有人则可能感到茫然无措，不知道找什么，怎么找，不能完成学习任务。所以，不断提高人机交互能力在教育数字化的背景下，已经成为学习能否正常开展的关键。数字化转型网szhzxw.cn
人机融合不仅是人和机器，而且包括机器和环境的融合，超越了人与机器的二元关系。人机融合是教育者、受教育者、机器、教育环境的多元交互，融合教育者的智慧和机器的智能形成超越人机各自智能的新型智能形式。未来，人机融合不仅可以改变教育者与机器主客分离的状态，使教育者与技术以真正融合的姿态实现技术的具身与应用，而且能够以人机一体化的方式重构教育者本体，使其身体、感知、认知，尤其是智能得到质的增强，以更具创造性的方式应用智能产品、开展教育教学，实现变革教育的理想。人机融合可以分为三个层次：人机互动、人机协同、人机融合。数字化转型网szhzxw.cn
人机互动的数字化教育是当前发展的阶段，虽然数字技术已逐渐参与到教、学、管、评的各个环节，但是教学活动仍然以传统的方式进行组织，教师在教室之内面对多个学生开展教学活动。数字技术通过收集相关教学数据，进行离线建模，对教、学、评、管各个环节进行赋能。数字化转型网szhzxw.cn
人机协同的数字教育是人与机器深度参与教、学、管、评等各环节，深刻改变教育的组织形式，教师可以在实体和虚拟两个空间组织学生开展教学活动，学生可以随时随地通过虚拟技术参与到教学活动，教学活动突破了实体空间的限制。通过收集相关教学数据，进行实时建模分析，与教育参与者共同完成教学任务。数字化转型网szhzxw.cn
人机融合的数字教育是高级发展阶段，拥有人工智能的虚拟人与实体人的界限变得模糊，他们将组成共同体参与教学活动，实体教师和虚拟教师、实体学生和虚拟学生在虚拟学习空间内自由组成虚拟班级开展教学活动。学习活动以更加灵活的形式展开，教育模式也将发生革命性变化，面向每个人、适合每个人的教育真正实现。数字化转型网szhzxw.cn
翻译：
The digitization of education has not achieved obvious achievements as many people had expected. It has not achieved great success as in industry, finance, logistics, transportation, urban management and other fields. And the use of digital in education is often viewed with suspicion and criticism. Why? — Yuan Zhenguo数字化转型网szhzxw.cn
Education is a complex system with people as the main body. The content and orientation of education digital transformation are not as simple and direct as those of most industries or fields. Education digital transformation is closely combined with the understanding of education and people. The result of education digital transformation should be reflected in teaching and promoting human development.
Digitization not only empowers education but also reshapes it数字化转型网szhzxw.cn
Education digitization is not only the transformation of existing education, but also the imagination of future education. How to grasp the trend of future education is very important to fully understand and play the role of digitization. 3,000 years ago, school was born, which was the first great change in human education. Mankind began a purposeful, planned and organized process of civilization transmission, knowledge was effectively organized, and the process of civilization was greatly accelerated. However, the number of people who could receive school education was only a few percent or even a few thousand percent of the population for a long time, which was an extremely minority education. 300 years ago, the Industrial Revolution arrived. Large-scale industrial production requires everyone who enters the social production process to have modern scientific knowledge, and at the same time creates conditions for providing such knowledge education. 数字化转型网szhzxw.cn
This is the establishment of the modern education system based on the class teaching system, which is the second great reform of human education. The class teaching system has greatly improved the efficiency of education and made large-scale and popular education possible. However, this kind of education has also made human beings pay a heavy price. Since then, human education has embarked on the road of standardization, unification and simplification. Standard answers, unified rhythm and single content have greatly restricted the development of human individuality and freedom. In spite of hundreds of years of people’s efforts to alleviate and offset the standardization of the classroom teaching system by credit system, elective system, shift system, flexible teaching system and other ways, but generally only a drop in the water, little effect. It is almost impossible to break the standardized education customization through the existing system and model.数字化转型网szhzxw.cn
The development of digitization has profoundly changed the way of production and life, as well as the way of learning and education.
For the realization of large-scale personalized education, digital education provides the power of change for the arrival of the third great educational revolution.数字化转型网szhzxw.cn
Firstly, digital education breaks the limitation of time and space of education and forms a new form of ubiquitous learning, which can be learned at all times, everywhere and by everyone. Secondly, it breaks the limitation of one course or one book, greatly enriches the educational content, and provides an infinite expanse for learners to absorb and choose the learning content extensively. The third is to break the limitation of 40 to 50 students in a class for several years. Through the establishment of various learning communities, the communication space is greatly expanded. Theoretically, everyone can listen to the lessons of each teacher, and each teacher can serve each student. Fourthly, it breaks the standardized and unified teaching mode and makes it possible to teach students according to their aptitude.
The key to realizing educational individuation in digital education is the application of adaptive learning technology. It provides personalized learning schemes for learners and pushes appropriate learning resources and learning paths by constructing knowledge map that reveals the internal connection of subject knowledge, measuring and diagnosing the existing level of learners, tracking their learning process, collecting and analyzing their learning data. In the process of repeated measurement, push, learning and feedback, grasp the proximal development zone of learners, provide the most suitable learning content and pace for everyone, stimulate learners’ learning interest and enthusiasm, satisfy learners’ sense of achievement, build learners’ self-confidence, and make each of them become a unique “this one”.数字化转型网szhzxw.cn
The digital action of “One Student, One Class Schedule” and “One Student, One Path” (Xu Ruizhe, 2021) in Shanghai is a case of initial application of this technology.
It tries to customize personalized learning plans according to each learner’s learning style and learning basis, push appropriate learning resources, and let each student have their own “curriculum schedule”. Multiple factors of students’ development are defined, quantified and evaluated. By analyzing multi-modal sequential learning data of students, students’ learning state is predicted and suitable learning path is recommended for each student to realize “need-based learning guidance”.
The commonality and particularity of education digitization数字化转型网szhzxw.cn
The digitization of education has not been as obvious as people expected, as it has not been as great success in industry, finance, logistics, transportation, urban management and other fields. And the use of digital in education is often viewed with suspicion and criticism. Why? This is determined by the complexity and particularity of education digitization.
Previously, we said that education digitization is the application of digital technology in education scene, which is said from the extension, but does not reveal the nature of education digitization. From the connotation theory, the essence of a thing is embodied in the particularity of the internal relation and necessary relation between a thing and other things. In most fields, the more digital and less human, the more convenient, efficient, precise, and successful it is. If you can completely replace people, that is the total success of digital. However, education is not like this. Educational activities are not the connection between things, but the connection between people. 数字化转型网szhzxw.cn
The digitization of education aims at the development of people, and measures whether it promotes the development of people by people, relying on people, and for people. The development of human beings mainly works through internal causes and changes are stimulated by people’s independent initiative. Education is the interaction between people, without people education will not be. If digitization only connects objective data, it can not be connected with people’s thoughts and emotions, and can not activate the neural mechanism of people’s brain, so its role is very limited. Only human and machine integration, human-computer interaction, human-computer integration, education digital function can really play out.数字化转型网szhzxw.cn
But so far digital education has generally been technology-centric.
It is characterized by the following aspects: first, it pays more attention to the application of technology than the development of human beings. It focuses on the application of universal digital technology in education and is satisfied with improving the function and efficiency of existing education, but seldom studies the role it plays in the development of human beings. Second, it emphasizes the technical function and ignores the educational function. It focuses on applying the existing technology to the educational scene, rather than focusing on how to teach and educate people based on the educational demand. Third, it focuses on existing conditions rather than future imagination. It focuses on the application of technology based on existing educational scenes, teaching conditions and teaching modes. It adds to traditional educational background rather than creating new educational forms and scenes to promote educational reform and innovation. 数字化转型网szhzxw.cn
Fourth, emphasis is placed on “big data” over “small data”. Similar to the application of digital technology in other scenarios, the current digital education is mostly based on the idea of big data, and has not yet gone deep into the internal needs of individual development, and lacks the multi-dimensional and individualized collection, mining and use of “small data”. I call this phenomenon “digital + education”, or “cold digital education”. Education is an activity aimed at people, cultivating talents for the country and promoting development for individuals. It is an activity with compassion, righteousness and warmth. Digital education should change to “education + digitalization” and develop digital education with temperature (Yuan Zhenguo, 2022).数字化转型网szhzxw.cn
“Education + digitalization” 数字化转型网szhzxw.cn
“Education + digitalization” is to be people-oriented, learning-centered, to promote the free, comprehensive and personalized development of human beings as the purpose, to start from the problems of education, from the needs of the future, to solve problems and reform and innovation oriented, guided by the law of education and the law of human development, so that technology can serve for education. Give play to the irreplaceability of digital education in the process of promoting human development.
Man-machine integration is the decisive factor for the success of digital education transformation数字化转型网szhzxw.cn
Will digital education replace teachers? Digital technology will undoubtedly replace simple, repetitive and heavy labor more and more quickly and better. Greatly liberating human beings, and naturally replacing many jobs and posts of human beings. As a result, many worry that digitization will also displace teachers and put them out of work. In fact, this worry is unnecessary. Digital education will not replace teachers, but will encourage teachers to return to their own jobs, to devote their energy and talent to the communication of ideas, emotional exchanges and life dialogue with students, and truly become the engineers of human soul.数字化转型网szhzxw.cn
With the development of science and technology, technology has become a part of human nature. The more developed the science and technology, the more prominent this essence. Human development went hand in hand with the invention and use of tools. People from the first use of stone, then the use of iron, steam engines, electric motors, And then the use of computers, the Internet. People’s arms continue to extend, people’s facial features more sensitive, the function of the brain more powerful. With the development of digital intelligence, people’s learning time and space are expanding, and their learning ability is improving. The advantages of both human and machine are released. And human-computer interaction produces the effect that 1+1 is greater than 2.数字化转型网szhzxw.cn
Nowhere else is human-computer interaction as important as it is in education.
In other fields, people outside the machine, can not participate in the operation of the machine, but learning is different. The digital background of learning is a process of human-computer interaction. The same computer, the same network cable, facing the same learning task. Someone may soon find the relevant useful information from the network, can form their own judgment, complete the task. Some people may feel at a loss, do not know what to look for. Dow to find, can not complete the task of learning. Therefore, the continuous improvement of human-computer interaction ability has become the key to the normal development of learning under the background of education digitization.
Man-machine integration is not only the integration of man and machine, but also the integration of machine and environment. Which goes beyond the binary relationship between man and machine. Man-machine integration is the multiple interaction between educator, educatee, machine and educational environment. It integrates the wisdom of educator and the intelligence of machine to form a new form of intelligence beyond the individual intelligence of man-machine. 数字化转型网szhzxw.cn
In the future, man-machine integration can not only change the state of separation between educators and machines. So that educators and technology can realize the embodiment and application of technology in a truly integrated attitude. But also reconstruct the ontology of educators in a man-machine integration way. So that their body, perception, cognition, especially intelligence can be enhanced. And intelligent products can be applied in a more creative way to carry out education and teaching. Realize the ideal of transforming education. Man-machine integration can be divided into three levels: man-machine interaction, man-machine collaboration, man-machine integration.
The human-computer interactive digital education is in the current development stage.
Although digital technology has gradually been involved in all aspects of teaching. Learning, management and evaluation, teaching activities are still organized in the traditional way. And teachers carry out teaching activities in the classroom in front of multiple students. Digital technology enables teaching, learning, evaluation and management by collecting relevant teaching data and conducting off-line modeling.数字化转型网szhzxw.cn
Man-machine collaborative digital education enables human and machine to deeply participate in teaching, learning, management and evaluation, which profoundly changes the organizational form of education. Teachers can organize students to carry out teaching activities in physical and virtual space, and students can participate in teaching activities anytime and anywhere through virtual technology, which breaks the restrictions of physical space. Through collecting relevant teaching data, conducting real-time modeling analysis, and completing teaching tasks together with education participants.
Human-machine integration of digital education is an advanced stage of development. The boundary between virtual people and physical people with artificial intelligence becomes blurred. They will form a community to participate in teaching activities, and physical teachers and virtual teachers, physical students and virtual students can freely form virtual classes to carry out teaching activities in the virtual learning space. Learning activities will be carried out in a more flexible form, and the mode of education will be revolutionized. Education for everyone and suitable for everyone will be truly realized.数字化转型网szhzxw.cn
本文由数字化转型网（www.szhzxw.cn）转载而成，来源于华东师范大学学报，作者：袁振国；编辑/翻译：数字化转型网宁檬树。
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