用建构主义理念应对数字时代教育变革，推动个性化学习
Smart Learning in the 21st Century: Advancing Constructionism Across Three Digital Epochs
- 以皮亚杰理论为基础，融合数字工具重构学习者自主性
- 提出‘扩展人格’概念，揭示AI如何重塑自我认知与社交方式
- 适合教育科技研究者和政策制定者参考
本文探讨建构主义作为教育框架的演进，追溯其在个人计算兴起、网络社会形成以及生成式AI主导三个关键时期的相关性与转变。基于西摩·帕伯特的建构主义哲学，研究分析了建构主义原则如何与数字技术在个体与集体学习中的作用相契合。文章讨论了教育环境从等级化教学模式向强调学习者自主性与互动创造性参与的建构主义模型的转型。核心在于‘扩展人格’的概念，即数字工具与人工智能的整合从根本上改变了个体自我认知和社会互动方式。通过将建构主义融入智能教育范式，本文主张其作为个性化与普及化学习的基础方法。研究结果强调建构主义在应对技术驱动教育复杂性方面的持久相关性，为教育工作者和政策制定者利用数字创新促进适应性强、以学生为中心的学习体验提供洞见。
原文摘要 · Abstract (English)
This article explores the evolution of constructionism as an educational framework, tracing its relevance and transformation across three pivotal eras: the advent of personal computing, the networked society, and the current era of generative AI. Rooted in Seymour Papert constructionist philosophy, this study examines how constructionist principles align with the expanding role of digital technology in personal and collective learning. We discuss the transformation of educational environments from hierarchical instructionism to constructionist models that emphasize learner autonomy and interactive, creative engagement. Central to this analysis is the concept of an expanded personality, wherein digital tools and AI integration fundamentally reshape individual self-perception and social interactions. By integrating constructionism into the paradigm of smart education, we propose it as a foundational approach to personalized and democratized learning. Our findings underscore constructionism enduring relevance in navigating the complexities of technology-driven education, providing insights for educators and policymakers seeking to harness digital innovations to foster adaptive, student-centered learning experiences.
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