Zhao Yong, Watterston Jim
Melbourne Graduate School of Education, University of Melbourne, Parkville, Australia.
School of Education, University of Kansas, 419 JRP, Lawrence, KS 66049 USA.
J Educ Chang. 2021;22(1):3-12. doi: 10.1007/s10833-021-09417-3. Epub 2021 Feb 18.
The COVID-19 pandemic has caused both unprecendented disruptions and massive changes to education. However, as schools return, these changes may disappear. Moreover, not all of the changes are necessarily the changes we want in education. In this paper, we argue that the pandemic has created a unique opportunity for educational changes that have been proposed before COVID-19 but were never fully realized. We identify three big changes that education should make post COVID: curriculum that is developmental, personalized, and evolving; pedagogy that is student-centered, inquiry-based, authentic, and purposeful; and delivery of instruction that capitalizes on the strengths of both synchronous and asynchronous learning.
新冠疫情给教育带来了前所未有的干扰和巨大变化。然而，随着学校复课，这些变化可能会消失。此外，并非所有这些变化都必然是我们希望在教育中看到的变化。在本文中，我们认为疫情为教育变革创造了一个独特的机会，这些变革在新冠疫情之前就已被提出，但从未完全实现。我们确定了疫情后教育应做出的三大变革：具有发展性、个性化且不断演变的课程；以学生为中心、基于探究、真实且有目的的教学法；以及利用同步和异步学习优势的教学方式。
