【摘要】 数字化转型背景下“三个课堂”的新一轮发展中存在演进机理与动力机制不明确、发展路径不清晰等问题。该文引入信息生态理论，阐明“三个课堂”信息生态的要素、关系及其演进机理；采用推理与演绎的方法，揭示“三个课堂”信息生态演进中师生互动、人机协同、人知交互的信息传递、能量流动与物质循环动力机制；提出数据驱动赋能“三个课堂”信息生态要素发展、智能技术增强“三个课堂”信息生态演进动力、协同创新实现“三个课堂”信息生态演进动态平衡的行动框架，为数字化转型背景下“三个课堂”的政策制定和深化应用提供学理支撑与决策依据。更多还原

【Abstract】 Under the background of digital transformation, there are some problems in the new round of development of “Three Classrooms”, such as unclear evolution mechanism and dynamic mechanism, unclear development path and so on. This paper introduces the theory of information ecology to clarify the elements, relationship and evolution mechanism of information ecology of “Three Classrooms”. Using the method of reasoning and deduction, it reveals the dynamic mechanism of information transmission,energy fow and material circulation of teacher-student interaction, man-machine coordination and human-knowledge interaction in the evolution of “Three Classrooms” information ecology. It puts forward the action framework of data-driven enabling the development of information ecological elements of “Three Classrooms” intelligent technology enhancing the dynamic evolution of information ecology of “Three Classrooms” and collaborative innovation realizing the dynamic balance of information ecology evolution of “Three Classrooms”, so as to provide theoretical support and decision-making basis for policy formulation and deepening application of “Three Classrooms” under the background of digital transformation.更多还原