【摘要】 自21世纪以来，我国教育信息化快速发展，各类信息技术不断应用于课堂教学之中。这些信息技术是否引发了常规课堂教学深层次的变革？本文通过分析我国中小学课堂教学三类常规数字媒体所支持的教学理念与方式，揭示深层次教学方式变革的发展阶段，并进一步厘清教学变革发生、发展的内在逻辑。按照变革的发生顺序，信息技术支持的课堂教学变革可分为多媒体技术支持下的教学认知方式变革、交互技术支持下的教学行为方式变革和智能技术支持下的教学组织方式变革。这三场课堂教学变革不是偶然发生的，而是在一定的内在逻辑指导下在继承与发展的规律中有序地依次发生的。其中的内在逻辑主要表现为：(1)信息技术支持课堂教学变革的内驱力是对教与学的时代追求；(2)信息技术支持课堂教学变革的主要对象是学生和学习；(3)信息技术支持课堂教学变革的实践方式主要是“上层引领—底层推动”模式。更多还原

【Abstract】 Since the beginning of this century,China’s educational informatization has developed rapidly,and various information technologies have been continuously applied to classroom teaching. Have these information technologies triggered a profound change in classroom teaching at the conventional level? By analyzing the teaching ideas and methods supported by three kinds of conventional digital media in classroom teaching in primary and secondary schools in China,this paper reveals the development stage of deep-seated teaching method reform,and further clarifies the internal logic of the occurrence and development of teaching reform. According to the order of change,the classroom teaching reform caused by information technology can be divided into:the reform of teaching cognitive mode supported by multimedia technology,the reform of teaching behavior mode supported by interactive technology and the reform of teaching organization mode supported by intelligent technology. These three classroom teaching changes do not happen by chance,but orderly and orderly under the guidance of certain internal logic and the law of inheritance and development. The internal logic is mainly manifested as follows: first,the internal driving force of information technology supporting classroom teaching reform is the pursuit of the times for teaching and learning;second,the main objects of classroom teaching reform supported by information technology are students and learning; third, the practice mode of information technology supporting classroom teaching reform is mainly the mode of“leading from the top and promoting from the bottom”.更多还原