21世纪的智慧学习：跨越三个数字时代推进建构主义
Smart Learning in the 21st Century: Advancing Constructionism Across Three Digital Epochs
AI总结：
本研究梳理建构主义教育框架在个人计算、网络化社会、生成式AI三个数字时代的演变，提出将其融入智慧教育作为个性化民主化学习的基础方法，为教育者和政策制定者提供参考。
摘要：
本文探讨了建构主义作为一种教育框架的演变历程，梳理了它在三个关键时代的适用性与转型，这三个时代分别是：个人计算的出现、网络化社会以及当前的生成式AI时代。本研究以西摩·派珀特（Seymour Papert）的建构主义哲学为根基，考察了建构主义原则如何与数字技术在个人及集体学习中日益扩大的作用相契合。我们讨论了教育环境从层级式讲授主义向强调学习者自主性、互动式创造性参与的建构主义模式的转变。这一分析的核心是“扩展人格”概念，即数字工具与AI的整合从根本上重塑了个体的自我认知与社会互动。通过将建构主义融入智慧教育范式，我们提出它可作为实现个性化与民主化学习的基础性方法。我们的研究结果强调了建构主义在应对技术驱动型教育的复杂性方面的持久意义，为寻求利用数字创新培育适应性、以学生为中心的学习体验的教育工作者和政策制定者提供了见解。
英文摘要：
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.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
