Tracing and Clarifying:Knowledge Generation and Reflection of Digital Teaching Materials
Knowledge of digital teaching materials encompasses the content,functionality,and theoretical foundations that un-derpin their development.The structure of this knowledge not only impacts the development of high-quality digital teaching materials but also shapes curriculum knowledge,supports the formation of an independent discourse system in China,and contributes to the in-tegrated development of a strong educational,technological,and talent-driven nation.A retrospective analysis combining deductive and inductive approaches reveals that the knowledge generation of digital teaching materials results from the interaction of several fac-tors:the advent of the digital age,the evolution of the knowledge society,shifts in knowledge paradigms,and changes in the conceptu-alization of teaching materials.Driven by both internal and external forces,the knowledge of digital teaching materials evolves along a dual trajectory.It aligns with the principles of general teaching materials while reflecting the unique nature of digital educational re-sources.This dual nature of knowledge manifests in the production,representation,organization,presentation,dissemination,and ap-plication of digital teaching materials.Understanding these dual characteristics is key to addressing the challenges in developing high-quality digital teaching materials,understanding the discourse around its knowledge generation,and solving the complexities of content creation.
Digital teaching materialsTextbooks strengthen the nationDigital ageKnowledge generationKnowledge evolutionDuality
万方数据
维普
