A Synergistic Orientation Inquiry into Smart Teaching Feedback and High Quality Development of Teachers' Digital Literacy
DOI:
https://doi.org/10.5281/zenodo.15074658Keywords:
20th Plenary Session, High Quality Development, Smart Teaching and Learning, Vertical Grand Model of Education, Hierarchical LearningAbstract
Focusing on the core direction of China's high-quality development of intelligent teaching and learning, and taking the change driven by the vertical large model of education as a breakthrough, we deeply analyse the key constants and essential attributes in the process of digitalisation of education. It reveals the heterogeneous impact of shallow and deep learning characteristics on learning concepts and learning effectiveness, and systematically clarifies the complex interaction mechanisms of learning feedback, methods, concepts and contexts in enhancing learning effectiveness. These findings not only provide solid theoretical support for the transformation of China's digital education, but also provide an innovative practical path for building a high-quality and sustainable education development model, which further empowers the effective implementation of the national high-level education innovation system and talent development strategy.
Downloads
References
Yan Linlin,Yan Zhonglian. Generating elements and realising logic of high-quality development of education [J/OL]. Modern Education Management, 1-10[2024-11-07].
Li YZ. Smart education is a new form of education in the digital age [J]. China Higher Education, 2023, (Z3): 24-26.
JIANG Dayong,LU Xiaozhong,LIU Hui,et al. Learning and Implementing the Spirit of the Third Plenary Session of the 20th CPC Central Committee and Further Deepening the Comprehensive Reform of Education [J]. Exploration of Higher Education, 2024, (05): 5-20.
Zhang Jiajun,Huang Rujun. New Productivity Driving the High-Quality Development of Basic Education: Internal Logic and Promotion Path [J]. Chinese Journal of Education, 2024, (10): 31-37.
Holmes, W., & Tuomi, I. (2024). AI Will Transform Teaching and Learning. let's Get it Right. stanford HAI.
Bantwini, B. D. (2024). The AI-Driven Classroom: a Review of 21st Century Curriculum Trends. Journal of Curriculum Studies, 56(4), 567-583.
Rahman, M. M., & Watanobe, Y. (2024). Understanding Teachers and Students' Attitudes Toward AI in Education. Educational Technology Research and Development, 72(3), 345- 360.
Gobert, J. D., Bhutoria, A., & Holmes, W. (2024). AI as a Complementary Aid in Education: Impact on Teacher-Learner Relationships. journal of Educational Psychology, 116(2), 234-245.
Herft, A. (2024). AI as a New Subject in Education: Opportunities and Challenges. Journal of Educational Technology, 41(1), 12-25.
Korn, M., & Kelly, M. (2024). AI and Integrity Issues in Education. Journal of Educational Ethics, 15(2), 123-135.
Korn, M., & Kelly, M. (2024). AI and Integrity Issues in Education. Journal of Educational Ethics, 15(2), 123-135.
Yau, J. Y. K., Dwivedi, Y. K., & Williams, M. D. (2024). AI and Integrity Issues in Education. Journal of Educational Ethics, 15(2), 123-135.
Feldstein, M. (2024). Educators and Learners' Literacy of AI Policy Implications. Journal of Educational Policy, 39(3), 456-470.
Systematic Review of Generative AI for Teaching and Learning Practice. arXiv preprint arXiv:2406.09520.
Vierhauser, M., Groher, I., Antensteiner, T., & Sauerwein, C. (2024). Towards Integrating Emerging AI Applications in Software Engineering Education. arXiv preprint arXiv:2405.18062.
Gellai, M. (2024). Educators and Learners' Literacy of AI Policy Implications. Journal of Educational Policy, 39(3), 456-470.
Hong, S., Lee, J., & Kim, H. (2024). Educators and Learners' Literacy of AI Policy Implications. Journal of Educational Policy, 39(3), 456-470.
Geerling, D., Bhutoria, A., & Holmes, W. (2024). Shaping the Future of Learning: The Role of AI in Education 4.0. World Economic Forum.
McLaren, B. M., Nguyen, H., Richey, J. E., & Hou, X. (2024). Artificial Intelligence in Education. In Handbook on AI in Education (pp. 123-145). Springer.
Korn, M., & Kelly, M. (2024). AI and Integrity Issues in Education. Journal of Educational Ethics, 15(2), 123-135.
Khan, S., Bhutoria, A., & Holmes, W. (2024). Artificial Intelligence Integration: Pedagogical Strategies and Policy Considerations. Journal of Educational Technology & Society, 27(2), 45 -58.
Smith, J., & Johnson, L. (2024). Enhancing Teacher Digital Literacy: A Comprehensive Review. Journal of Educational Technology & Society, 27(- Brown, A., & Davis, M. (2024). Integrating Digital Literacy into Teacher Education Programs: Challenges and Strategies. Computers & Education, 182, 104-115.1), 45-58
JIANG Dayong,LU Xiaozhong,LIU Hui,et al. Learning and Implementing the Spirit of the Third Plenary Session of the 20th CPC Central Committee and Further Deepening the Comprehensive Reform of Education [J]. Exploration of Higher Education, 2024, (05): 5-20.
Context Can Impact Learning with Educational Technology: Lessons from a Study with a Digital Learning Game. Computers & Education, 123, 45-58.
WANG Lirui, XU Jingyu, YAN Shigang. Directed Transition and Cyclic Iteration of "Balance" and "Conflict": External Manifestations and Internal Mechanisms of the Interaction between Technology and Ethics in Education [J]. Journal of Distance Education, 2024, 42 (02): 26-37.
Han Yun. Research and Prospect of Online Course Platforms to Promote the Development of Online Education in Ten Years [J]. China Higher Education, 2023, (02): 21-26.
Williams, R., & Thompson, S. (2024). Assessing the Impact of Digital Literacy Training on Teaching Practices. British Journal of Educational Technology, 55(2), 320-335.
Lee, H., & Kim, J. (2024). The Role of Digital Literacy in Enhancing Teacher Professional Development. Journal of Computer Assisted Learning, 40(4), 512-525.
Downloads
Published
Data Availability Statement
Funded by: Henan Province Philosophy and Social Science Education Strengthening Project of China, "Research on Sensitivity of Higher Education in Henan Province Based on Blockchain Technology" (Project No. 2025JYQS0227)
Issue
Section
License
Copyright (c) 2025 Zhang Zhiyu (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
