摘要
进入数字时代,人类知识开始从"原子赋型"向"比特传播"变革,知识的"网络化""可视化"与"具身化"全方位重构了人类的生存境遇。得益于信息、网络与媒介的技术融合,课程知识借助数字化加工技术与生产平台,推动学校课程从"栖居纸本"向"悠游网络"嬗变。导源于知识基础的变革与建构范式的转型,数字时代的课程跳脱了传统的"他者裁定"困境,开拓了崭新的"赋权增能"图景。
Human knowledge has began to change from ＂atomic assignment＂ to ＂bit propagation＂, and the network, visualization and embodiment of knowledge have reconstructed the living circumstances of human beings in the digital ages. Thanks to the integration of in{ormation, network and media technology, curriculum knowledge promotes school curriculum to evolve from ＂dwelling paper＂ to ＂travel network＂ with the help of numeric machining technology and production platform. Originated from the transformation of the knowledge base and the transformation of paradigm, the curriculum in the digital age has transcended from the traditional ＂ruling of otherness ＂ dilemma to a new ＂empowerment＂ picture.
出处
《课程．教材．教法》
CSSCI
北大核心
2017年第2期16-23,60,共9页
Curriculum，Teaching Material and Method
基金
中国博士后科学基金第9批特别资助项目(2016T90110)与第57批一等资助项目(2015M570124)
关键词
数字时代
知识变革
数字课程
知识赋权
技术增能
digital age
knowledge transformation
digital curriculum
knowledge empowerment
technology energization
