（總第 155～160期）

【開放視點】

技術與研究 ····································································· 文青（1）

事實與價值 ····································································· 文青（2）

操作與學術 ····································································· 文青（3）

數(shù)據(jù)與決策 ····································································· 文青（4）

科技與教育 ····································································· 文青（5）

意義與技術 ····································································· 文青（6）

【本刊專稿】

教育何以建構(gòu)一種新的社會契約？—聯(lián)合國教科文組織《一起重新構(gòu)想我們的未來》報告述評 ································· 林可 王默等（1）

開放大學高質(zhì)量發(fā)展：思考與期待 ··························· 賈煒 陳麗等（2）

像教育人一樣教育機器—人類教學原則能用于通用人工智能系統(tǒng)嗎？ ···································································· 劉凱 賈敏等（2）

創(chuàng)造性探究：課堂組織與技術支持 ··························· 陶丹 張建偉（3）

教師全球素養(yǎng)的提升路徑：從教書走向育人—基于OECD的分析視角及本土化探究 ························· 徐瑾劼 安德烈亞斯·施萊歇爾（3）

國際高等教育數(shù)字化轉(zhuǎn)型和中國實施路徑 ··········· 蘭國帥 魏家財?shù)龋?）

第四次工業(yè)革命時代教師必備素養(yǎng) ························ 李芒 石君齊等（4）

人工智能時代人的全面發(fā)展：何以可能和何以可為？ ······················································································· 謝麗娜 孫振東（4）

人工智能賦能教育開放、融合與智聯(lián)—基于2022世界人工智能大會開放教育和終身學習論壇的審思 ························ 樓軍江 肖君等（5）

教育數(shù)字化轉(zhuǎn)型：面向未來的教育“轉(zhuǎn)基因”工程 ····· 祝智庭 胡姣（5）

Web3.0時代“互聯(lián)網(wǎng)+教育”的發(fā)展機遇與挑戰(zhàn) ··· 翟雪松 易龍珠等（6）

推進開放大學向平臺型大學轉(zhuǎn)型·········································· 賈煒（6）

人機協(xié)作教學：沖突、動機與改進 ··························· 樂惠驍 汪瓊（6）

【研究前沿】

教育元宇宙的應用潛力與典型場景探析 ····················· 鐘正 王俊等（1）

教育元宇宙：特征、機理及應用場景 ····················· 劉革平 高楠等（1）

教育元宇宙：新一代互聯(lián)網(wǎng)教育形態(tài)的創(chuàng)新與挑戰(zhàn) ······················································································· 翟雪松 楚肖燕等（1）

新基建賦能教育數(shù)字轉(zhuǎn)型的需求分析與行動建議 ····· 祝智庭 鄭浩等（2）

以服務為中心推進教育新基建 ······························ 余勝泉 陳璠等（2）

智能教材研究綜述 ················································ 江波 杜影等（3）

教育元宇宙時代教師發(fā)展的挑戰(zhàn)與應對 ····················· 徐建 王俊等（3）

國際教學設計研究發(fā)展二十年探微 ························ 盛群力 陳倫菊（3）

【理論探究】

第四次工業(yè)革命時代的教師角色“轉(zhuǎn)型” ·············· 李芒 張華陽等（2）

人工智能時代的師生交互：困頓與突破 ····················· 劉偉 譚維智（2）

人工智能教育大腦的生態(tài)架構(gòu)和應用場景 ·················· 張治 徐冰冰（2）

智能教育工具理性與價值理性的博弈與權(quán)衡 ········ 張立新 來釔汝等（3）

論課堂話語的意義世界 ·········································· 戴瑩 楊道宇（3）

在線課程設計與開發(fā)：要素、理念模型與過程模型 ·························································································· 王志軍 余新宇（3）

數(shù)字時代學習場域的技術協(xié)商與身體呈現(xiàn) ······························ 楊霞（4）

義務教育優(yōu)質(zhì)均衡發(fā)展的路徑、機制與策略—基于整體性治理的視角 ······························································ 汪基德 韓雪婧等（4）

學媒之爭：評論與反思 ······································· 張建橋 萬金花（5）

三種基本學習理論與教育游戲的設計 ···································· 曹鷺（5）

數(shù)字媒介時代師生交互的特質(zhì)嬗變、潛在風險與路向澄明 ················································································· 毛迎新 譚維智（5）

學習設計與學習分析的聯(lián)結(jié)：現(xiàn)狀、挑戰(zhàn)與實現(xiàn)路徑 ······················································································· 陳明選 周亮等（6）

“互聯(lián)網(wǎng)+”教師專業(yè)發(fā)展的實踐模式、規(guī)律與原則—基于國內(nèi)外核心期刊的系統(tǒng)性文獻綜述 ································· 馮曉英 何春等（6）

在線協(xié)作知識建構(gòu)的知識進化：內(nèi)涵、本質(zhì)與模型 ······················································································· 蔣紀平 滿其峰等（6）

【學術前沿】

人工智能教育大腦模型構(gòu)建及實踐路徑 ·············· 郭勝男 吳永和等（4）

人機協(xié)同學習：實踐模式與發(fā)展路向 ·················· 郝祥軍 顧小清等（4）

人工智能賦能課堂變革的核心價值：智慧生成與模式創(chuàng)新 ····· 劉邦奇（4）

【教學實踐】

未來教師的工作創(chuàng)新、跨界與重塑 ····················· 楊韻瑩 羅澤蘭等（1）

我國教師對教育游戲的接受與使用狀況調(diào)查 ··········· 趙永樂 蔣宇等（1）

【研究報告】

大學生網(wǎng)絡素養(yǎng)現(xiàn)狀調(diào)查與思考 ······························ 李爽 何歆怡（1）

混合教學對學生學習成效的影響—基于國內(nèi)外106篇實證研究的元分析 ···························································· 李寶敏 余青等（1）

“休眠”的主體：在線教學的主體性困境與反思—基于縣城A中學的調(diào)查 ····································································· 方程煜（1）

學歷教師培養(yǎng)的學生成績更優(yōu)異嗎？—理論爭議、實證檢驗與政策啟示 ······························································· 姚昊 馬立超（2）

教育元宇宙場域的具身學習效能實證研究 ··········· 傅文曉 趙文龍等（2）

以學習分析技術理解學習失敗—基于在線課程退課行為的視角 ··········································································· 劉桐 顧小清（3）

學習分析支持元認知培養(yǎng)的學習設計理論與實證研究 ·························································································· 孔晶 劉家亮（3）

非認知能力發(fā)展與學生表現(xiàn)的性別差異 ·················· 許鑫鳳 王駿等（3）

教育信息化2.0時代教育均衡發(fā)展研究—基于面板門檻回歸模型 ······································································ 陳卓 尚海洋等（4）

我國高校在線教學成效如何？—基于對21萬本科生的調(diào)查 ···································································· 周建華 陳鳳菊 李政（4）

STEAM教師勝任力模型構(gòu)建實證研究 ················ 范文翔 陳盼盼等（4）

在線課程作業(yè)設計策略—基于八門在線課程樣本的分析證據(jù) ··········································································· 廖正山 李曼麗（5）

虛擬實驗具身程度及其對學習成效的影響 ··········· 王辭曉 李睿玉等（5）

基于知識圖譜的國內(nèi)外數(shù)字教材研究 ····················· 張爽 張奐奐等（5）

【技術支撐】

教師技術采納：以教學制品質(zhì)量為依據(jù) ·············· 鄭隆威 阮佳慧等（1）

計算思維評價的新途徑：微認證 ························ 郁曉華 王美玲等（1）

教學干預對學生深度學習的影響—基于62項實驗或準實驗研究的元分析 ···························································· 王勝蘭 彭雙等（2）

技術賦能學習了嗎？—學習者使用技術對學習體驗的影響 ··········································································· 彭紅超 趙佳斌等（2）

教育數(shù)字化轉(zhuǎn)型的政策邏輯、內(nèi)驅(qū)動力與推進路徑 ·························································································· 李鋒 顧小清等（4）

基于多模態(tài)技術的學習風格分析：演進、困境及圖景 ·························································································· 邵明銘 趙麗（4）

學習空間研究設計述評 ··················································· 仇曉春（4）

技術發(fā)展視角下課堂教學環(huán)境的演進脈絡與趨勢分析 ·························································································· 吳砥 王俊等（5）

論具身學習環(huán)境：本質(zhì)、構(gòu)成與交互設計 ·············· 鐘柏昌 劉曉凡（5）

從科技向善到人的向善：教育人工智能倫理規(guī)范核心原則 ················································································· 王佑鎂 王旦等（5）

AI與教育融合的動力系統(tǒng)建模與演化機制 ··········· 胡藝齡 趙梓宏等（6）

基于深度學習的智慧課堂設計框架 ························ 楊重陽 武法提（6）

多模態(tài)數(shù)據(jù)支持的課堂教學行為分析模型與實踐框架 ······················································································· 張樂樂 顧小清（6）

【終身教育】

國際勞工組織的終身學習理念：認知、嬗變與政策推進 ···················································································· 苑大勇 劉茹夢（5）

成人教育知識發(fā)展及其核心問題 ··························· 何思穎 何光全（6）

【國際論壇】

學習分析研究：基本框架和核心問題—2022版《學習分析手冊》的要點與思考 ······················································ 李海峰 王煒（6）

計算思維教育公平何以可能？—《面向包容性世界的計算思維：教育工作者學習和行動的指南》的解讀與啟示 ··········· 武建鑫 宋雨（6）

【編余札記】

開放與開創(chuàng) ····································································· 禾風（1）

思維與反思 ····································································· 眾告（2）

試點與點綴 ····································································· 眾告（3）

名稱與名分 ····································································· 眾告（4）

轉(zhuǎn)型與類型 ····································································· 眾告（5）

質(zhì)量與量化 ····································································· 眾告（6）