生命哲学视野中的教育技术
|
摘要
生命哲学并非指什么高深莫测的理论,它所关注的核心问题也是我们生活的最基本问题——活着,即通过对生命的终极关怀来实现个体心灵的和谐。教育即是为了个体的生长与发展,它的起点是人的生命,人的生命存在的未完成性和不确定性成为开展一切教育活动的出发点。
在教育这项伟大而细腻的育“人”育“生”的活动中,教育技术肩负着“点化生命”的天职使命。教育技术不是物化形态(如机器、设备)的技术,也不是智能形态(如方法、知识)的技术,也不是一切技术手段和方法的总和,更不是机械的、非生命的理化技术。教育技术是由多元要素构成的,既含有技术的属性,又含有教育的属性,是教育与技术彼此相互作用的过程,该过程包含两个层面:教育技术化和技术教育化。技术教育化是教育本质力量的对象化在技术中的反映,教育技术化使技术又转化为教育本质力量,是教育本质力量的“非对象化”,教育技术正是通过这种“对象化”与“非对象化”的相互作用方式实现了螺旋式的上升和发展。教育技术特殊的“技术”定位决定了它必须遵照自己的独立特性,既要遵循自身发展的规律,又要遵循教育的规律,违反教育规律的技术不称其为教育技术。教育技术也是辩证的,不能因为在教学过程中没有使用媒体技术,就认为不是教育技术;也不能因为在教学过程中使用了媒体技术就认为一定是教育技术。教育技术是个整体的概念,各种构成因素虽然有的以独立形式存在,但是它们必须以一个有机整体的形式存在才能充分发挥各自的功能作用。
我国教育技术的发展很大程度上取决于技术,新技术的出现和引入在给教育技术注入新鲜血液的同时,也给教育技术发展带来诸多问题,如重创新轻继承、重技术轻教育等;此外,经济条件的制约和落后的教育技术观以及教育的麦当劳化导致教育技术发展的周期性,即“凤凰现象”。由此我们必须树立“以人为本”的教育技术科学发展观,正确对待教学媒体,在关注学生成长的同时,还要关注教师的生存发展状况,这是教育技术健康快速发展的人文大道。
Life philosophy is a philosophy with vitality, which awake people to consider the life through their sense and comprehension, institution and experiences. The meaning of education is to help people to realize their life activity and existence, and be more adequately affected by their conscious and will, thus to reach a more perfect individual lifetime. There are four times to discover the objects of education: (1) Human is the object of education; (2) The object of education is human; (3) The object of education is the learning subject. (4) Adults are also the objects of education. The science of complexity development boost the objects of education which are undergoing the fifth discovery——life! Namely the objects of education are the lived individual. There are two meanings about the“individual”here. On one hand, it is a single person; on the other hand, an indivisible entirety or system. Thus unite the life and non-living above a broader sense.
Technology is not an object such as machinery or equipment, nor knowledge, methods, means, as well as activities; technology is a living matter that can be seen as a system which components of entities factors (tools, machinery, equipments, etc.), intelligent factors (knowledge, experience, skills, etc.) and coordination factors (technics, processes, etc.). Technology is not neutral and value-free. It is the essence to constitute the human.
Educational Technology is not a technology of“material”, nor a technology of“intelligence”, but an organic combine of the above two. It is not a physical or chemical technology, but a really human technology that beyond mechanical. It’s belong to humanity, if we can say educational purpose is to make a person to become human being, then the mission of educational technology just highlight the word "make", that is "how to make", "how about to make". The meaning of make is mostly an enlightenment, introduction and assistance above the natural life of the educated. In short, enhancement. That to say, the mission of educational technology is to enhance life.
Educational Technology comes of the first practical activity of education. By the using of the system design and application of the whole environment (including hardware and software), educational technology's mission is to prompt the live individual's growth and to tutor him kindheartedness. It is a technology with instructiveness which comes form the motile educational subjects. Educational technology is constituted by polynary ingredients, not only contain education, but also technology, through which inner reciprocity to keep continuous growth and development. This reciprocity contains two processes: education technicalization and technology educationalization. The education technicalization is the understanding stratification plane which the educational technology origins, and then the technology educationalization is the practice stratification plane. These two stratification planes are too closely linked to be inseparable. They are not to oppose mutually but unifications by each other. The technology educationalization is the intrinsic power of education objectified into technology which changes accordingly. The education technicalization makes the technology change into the intrinsic power of education subject. It’s“non-objectify”of the intrinsic power of education. Educational technology has just realized the screw rise and development through the“objectify”and“non-objectify”.
The development of educational technology performs for periodic characteristic which include three stages: excitement, lonely and stable stage. There are three reasons which cause the "Phoenix phenomenon" of the periodic development of educational technology. First, the concept of educational technology; Second, economic conditions, and the third is the McDonald's of education. In particular, the current concept backwardness of educational technology which can make it falls into“entity objects”continually if we do not have the breakthrough about the concept of educational technology. And this will also affect inevitably the construction and development of educational technology in China. Therefore, it is an urgent task to establish a“people-oriented”concept of scientific development of educational technology. And then handle the relationship correctly between the human and technology, education and technology in the education activities and resist the thoughts resolutely which weight technology and light education or weight technology and light human. It is very important to pay close attention to the survival and development of the situation of teachers while concerned about the development of the students’life personalities in order to ensure the education subject to build a harmonious inner life in an atmosphere of a good education.
There are some questions on China's educational technology not only the practical field but also the professional disciplines, such as value technology contempt education, value innovation contempt to inherit, and the development of the network education is imbalanced, etc. However, it must be determined that educational technology has being existed lively as a young inter-disciplinary field. And what the mission of educational technology scholar is to develop it to a truly mature discipline.
在教育这项伟大而细腻的育“人”育“生”的活动中,教育技术肩负着“点化生命”的天职使命。教育技术不是物化形态(如机器、设备)的技术,也不是智能形态(如方法、知识)的技术,也不是一切技术手段和方法的总和,更不是机械的、非生命的理化技术。教育技术是由多元要素构成的,既含有技术的属性,又含有教育的属性,是教育与技术彼此相互作用的过程,该过程包含两个层面:教育技术化和技术教育化。技术教育化是教育本质力量的对象化在技术中的反映,教育技术化使技术又转化为教育本质力量,是教育本质力量的“非对象化”,教育技术正是通过这种“对象化”与“非对象化”的相互作用方式实现了螺旋式的上升和发展。教育技术特殊的“技术”定位决定了它必须遵照自己的独立特性,既要遵循自身发展的规律,又要遵循教育的规律,违反教育规律的技术不称其为教育技术。教育技术也是辩证的,不能因为在教学过程中没有使用媒体技术,就认为不是教育技术;也不能因为在教学过程中使用了媒体技术就认为一定是教育技术。教育技术是个整体的概念,各种构成因素虽然有的以独立形式存在,但是它们必须以一个有机整体的形式存在才能充分发挥各自的功能作用。
我国教育技术的发展很大程度上取决于技术,新技术的出现和引入在给教育技术注入新鲜血液的同时,也给教育技术发展带来诸多问题,如重创新轻继承、重技术轻教育等;此外,经济条件的制约和落后的教育技术观以及教育的麦当劳化导致教育技术发展的周期性,即“凤凰现象”。由此我们必须树立“以人为本”的教育技术科学发展观,正确对待教学媒体,在关注学生成长的同时,还要关注教师的生存发展状况,这是教育技术健康快速发展的人文大道。
Life philosophy is a philosophy with vitality, which awake people to consider the life through their sense and comprehension, institution and experiences. The meaning of education is to help people to realize their life activity and existence, and be more adequately affected by their conscious and will, thus to reach a more perfect individual lifetime. There are four times to discover the objects of education: (1) Human is the object of education; (2) The object of education is human; (3) The object of education is the learning subject. (4) Adults are also the objects of education. The science of complexity development boost the objects of education which are undergoing the fifth discovery——life! Namely the objects of education are the lived individual. There are two meanings about the“individual”here. On one hand, it is a single person; on the other hand, an indivisible entirety or system. Thus unite the life and non-living above a broader sense.
Technology is not an object such as machinery or equipment, nor knowledge, methods, means, as well as activities; technology is a living matter that can be seen as a system which components of entities factors (tools, machinery, equipments, etc.), intelligent factors (knowledge, experience, skills, etc.) and coordination factors (technics, processes, etc.). Technology is not neutral and value-free. It is the essence to constitute the human.
Educational Technology is not a technology of“material”, nor a technology of“intelligence”, but an organic combine of the above two. It is not a physical or chemical technology, but a really human technology that beyond mechanical. It’s belong to humanity, if we can say educational purpose is to make a person to become human being, then the mission of educational technology just highlight the word "make", that is "how to make", "how about to make". The meaning of make is mostly an enlightenment, introduction and assistance above the natural life of the educated. In short, enhancement. That to say, the mission of educational technology is to enhance life.
Educational Technology comes of the first practical activity of education. By the using of the system design and application of the whole environment (including hardware and software), educational technology's mission is to prompt the live individual's growth and to tutor him kindheartedness. It is a technology with instructiveness which comes form the motile educational subjects. Educational technology is constituted by polynary ingredients, not only contain education, but also technology, through which inner reciprocity to keep continuous growth and development. This reciprocity contains two processes: education technicalization and technology educationalization. The education technicalization is the understanding stratification plane which the educational technology origins, and then the technology educationalization is the practice stratification plane. These two stratification planes are too closely linked to be inseparable. They are not to oppose mutually but unifications by each other. The technology educationalization is the intrinsic power of education objectified into technology which changes accordingly. The education technicalization makes the technology change into the intrinsic power of education subject. It’s“non-objectify”of the intrinsic power of education. Educational technology has just realized the screw rise and development through the“objectify”and“non-objectify”.
The development of educational technology performs for periodic characteristic which include three stages: excitement, lonely and stable stage. There are three reasons which cause the "Phoenix phenomenon" of the periodic development of educational technology. First, the concept of educational technology; Second, economic conditions, and the third is the McDonald's of education. In particular, the current concept backwardness of educational technology which can make it falls into“entity objects”continually if we do not have the breakthrough about the concept of educational technology. And this will also affect inevitably the construction and development of educational technology in China. Therefore, it is an urgent task to establish a“people-oriented”concept of scientific development of educational technology. And then handle the relationship correctly between the human and technology, education and technology in the education activities and resist the thoughts resolutely which weight technology and light education or weight technology and light human. It is very important to pay close attention to the survival and development of the situation of teachers while concerned about the development of the students’life personalities in order to ensure the education subject to build a harmonious inner life in an atmosphere of a good education.
There are some questions on China's educational technology not only the practical field but also the professional disciplines, such as value technology contempt education, value innovation contempt to inherit, and the development of the network education is imbalanced, etc. However, it must be determined that educational technology has being existed lively as a young inter-disciplinary field. And what the mission of educational technology scholar is to develop it to a truly mature discipline.
引文
②王慧霞,李长著.论教学过程中教育技术泛化的批判性思考[J].当代教育论坛,2005,(2).
③周宗伟.关于教育技术的人文反思[J].电化教育研究,1999,(4).
①李泽厚.李泽厚哲学文存(下编)[M].安徽:安徽文艺出版,1995:657.
②邵子华.生命哲学阐释与文学文本[J].中国社会科学院研究生院学报,2007,(9).
①Bedau, Mark A. The Nature of life. In Boden(1996), 1996.
②李建会.生命是什么[J].自然辩证法研究,2003,(4).
①老聃.老子[M].朱谦之,校释.北京:中华书局,2000.
②论语译注·先进篇[M].杨伯峻译注.北京:中华书局,1963:120.
①尼采(周国平译).希腊悲剧时代的哲学[M].北京∶商务印书馆,1994:51.
③朱鹏飞.“绵延”说与柏格森生命哲学的兴衰[J].西南民族大学学报(人文社科版),2005,(9).
①朱鹏飞.“绵延”说与柏格森生命哲学的兴衰[J].西南民族大学学报(人文社科版),2005,(9).
③尼采(虞龙发译).尼采遗稿选[M].上海∶上海译文出版社,2005:123.
④尼采(贺骥译).权力意志[M].桂林:漓江出版社,2000:328.
⑤尼采(贺骥译).权力意志[M].桂林:漓江出版社,2000:186.
①[美]沃尔德罗普.复杂[M].北京:三联书店,1997:199.
②R M May.Willa large complex system be stable [J].Nature, 1972,238:413-417.
①陈在春.生命系统复杂性与生命网络结构[J].系统辩证学学报,2002(1):16-20.
①刘放桐.新编现代西方哲学[M].北京:人民出版社,2000:128.
②[汉]许慎撰,[宋]徐铉校定.《说文解字》(简本)[M].上海:上海教育出版社,2003:84、408.
③J.Dewey: Democracy and Education.1919:31、62.
①励雪琴.教育学是什么[M].北京:北京大学出版社,2006:181.
②葛军.试论数学教育意义下的“生长”[J].数学教育学报,2008,(6).
③中国文化书院学术委员会编.梁溯溟全集(第七卷)[M].济南∶山东人民出版社,2005:690.
④R.Alt:Vorlesungen uber die Erziehung anf fruhen Stufen der Menschheitsentwicklung. Volk und Wissen Volkseigener Verlag,Berlin 1956,s.229.
①励雪琴.教育学是什么[M].北京:北京大学出版社,2006:166.
②J.A.Comenius, Grosse Didaktik, a. a. O. 6. Kapitel, I, S, 45.
③Kant: Uber Padagogik(Akademie Ausgabe Bd.IX),S.443.
④J.Dewey: Democracy and Education.1919:16.
⑤夸美纽斯.大教学论[M].北京:人民教育出版社,1984:61.
⑥卢梭.《爱弥儿》上卷[M].上海:商务印书馆,1978:74.
①马克思恩格斯选集(第1卷)[M].北京:人民出版社,1972:24.
②马克思恩格斯选集(第4卷)[M].北京:人民出版社,1972:321.
①李锦.复杂性科学在高中生物教学中的运用[J].大连教育学院学报,2003(3):74-75.
②梁溯溟全集(第七卷)[M].山东:山东人民出版社,1989:685-690.
③孟建伟.教育与生命——关于教育的生命哲学的思[J].教育研究,2007,(9).
①张文质.生命化教育的责任与梦想[M].华东师范大学出版社,2002:182.
①[日]小泉英明.脑科学与教育——尖端研究与未来展望[J].教育研究,2006,(2).
②[英]彼得·罗塞尔著.付庆功,腾秋立编译《大脑的功能与潜力》[M].北京:中国人民大学出版社,1988:7-8.
③J.Dewey: Democracy and Education.1919: 45.
④J.Dewey: Democracy and Education.1919: 30-32.
①张文质.生命化教育的责任与梦想[M].华东师范大学出版社,2002.179.
②张文质.生命化教育的责任与梦想[M].华东师范大学出版社,2002.183.
①《简明大不列颠百科全书》(第4册)[M].北京:中国大百科全书出版社,1985.
②陈昌曙.技术哲学引论[M].北京:科学出版社,1999:92.
③陈红兵,陈昌曙.关于“技术是什么”的对话[J].自然辩证法研究,2001,(4).
①《简明大不列颠百科全书》(第4册)[M].北京:中国大百科全书出版社,1985.
①张成岗.现代技术问题研究——技术、现代性与人类未来[M].北京:清华大学出版社,2005:2-40.
②[法]卢梭著,李常山译.论人类不平等的起源和基础[M].北京:商务印书馆,1962:84.
③肖峰.高技术时代的人文忧患[M].南京:江苏人民出版社,2002.
④[苏]格·姆·达夫里扬著,薛启亮,易杰雄等译.技术·文化·人[M].河北人民出版社,1987.
①Emmanuel G Mesthene.Technological Change: Its Impact on Man and Society[M]·New York: New American Library, 1970. 60.
②Jaspers.Origin and Goal of History[M]·New Haven, Con. Yale University Press, 1953. 115.
③高亮华.人文主义视野中的技术[M].北京:中国社会科学出版社,1996.
①Ian G..Barbour. Technology, Environment, and Human Values. New York: Praeger Publishers, 1980.41.
②海德格尔.《关于技术的追问》(文集)1987(英文版):29.
①戴子钦译.《柏拉图对话七篇》·《普罗塔哥拉篇》[M].辽宁:辽宁教育出版社,1998:79-80.
②马秋帆编.梁漱溟教育论著选[M].北京:人民教育出版社,1994:263.
③《马克思恩格斯选集》(第1卷)[M].北京:人民出版社,1995:72.
④吴国盛.技术与人文[J].北京社会科学,2001,(2).
①尹俊华.教育技术学导论[M].北京:高等教育出版社,2002.
①中国社会科学院日本研究所研究员金熙德解说《大国崛起》。
②′98内地与香港教育技术学术研讨会文集[C].P77.
③乔立恭.人文学科还是理化技术—关于教育技术哲学基础的思考[M].电化教育研究,1999,(4).
①′98内地与香港教育技术学术研讨会文集[C].P74.
①张晓娟,张龙革.从技术教育价值论教育技术学逻辑起点[J].中国教育信息化,2008,(10).
②瞿葆奎,俞立森.教育学逻辑起点的历史考察[J].教育研究,1986,(11):37.
③列宁:《黑格尔“逻辑学”一书摘要》,《列宁全集》第55卷[M].北京:人民出版社,1990:23.
②颜士刚.技术的教育价值的实现与创造研究[D].南京:南京师范大学教科院,2007.
①详细论证过程见张晓娟,张龙革.从技术教育价值论教育技术学逻辑起点[J].中国教育信息化,2008,(5).
②Alexander J.Romiszowsiki. How's the E-learning Baby? Factors Leading to Successor Failure of an Educational Technology Innovation [J].Educational Technology,2004, (January-February):8—10.
①高德胜.知性德育及其超越——现代德育困境研究[M].北京:教育科学出版社,2003:70.
②高德胜.知性德育及其超越——现代德育困境研究[M].北京:教育科学出版社,2003:70-71.
③张晓娟,张龙革.中国教育技术三十年透视与反思[J].现代教育技术,2008,(11).
①卢锋,唐湘宁.从教育技术学的技术化到科学发展观的确立[J].电化教育研究,2007,(10).
②James D.Finn, Professionalizing the Audiovisual Field, Ronald J.McBeath (1972), Extending Education Through Technology-Selected Writing James D.Finn on Instructional Technology(p.33),Washington, DC: AECT, USA.
①瞿葆奎,唐莹.“教育科学分类:问题与框架——<教育科学分支学科丛书>代序”,见章伟民,曹揆申著,《教育技术学》,北京:人民教育出版社,2000.
②Paul Sattler(1990), The Evolution of American Educational Technology(pp.7-15),Englewood, Colorado, Libraries Unlimited, INC,USA.
③科学发展观[EB/OL].百度百科,[2009-04-17]. http://baike.baidu.com/view/93347.htm
①克里希那穆提.一生的学习[M].北京:群言出版社,2004:37.
②教师发展:教师生存状况调查报告[EB/OL].都江堰塔中,[2006-02-02].http://www.djytz.com:80/
①鲁洁.南京师范大学:一本用生命打开的教育学[J].南京学报(社会科学版),2002,(4).
[1]张文质.生命化教育的责任与梦想[M].上海:华东师范大学出版社,2002.
[2]马秋帆编.梁漱溟教育论著选[M].北京:人民教育出版社.1994:263.
[3]王玉樑．21世纪价值哲学:从自发到自觉[M].北京:人民出版社,2006.
[4]张耀南编.知识与文化——张东荪文化论著辑要[M].北京:中国广播电视大学出版社,1995.
[5]李泽厚.李泽厚哲学文存(下编)[M].安徽:安徽文艺出版,1995:657.
[6]尼采(周国平译).希腊悲剧时代的哲学[M].北京:商务印书馆,1994:51.
[7] [美]沃尔德罗普.复杂[M].北京:三联书店,1997:199.
[8]刘放桐.新编现代西方哲学[M].北京:人民出版社,2000:128.
[9] [汉]许慎撰,[宋]徐铉校定.《说文解字》(简本)[M].上海:上海教育出版社,2003:84、408.
[10]励雪琴.教育学是什么[M].北京:北京大学出版社,2006:181.
[11]克里希那穆提.一生的学习[M].北京:群言出版社,2004:7.
[12]克里希那穆提.重新认识你自己[M].群言出版社,1895-1986著.
[13]恩斯特?卡西尔.人论[M].上海译文出版社出版,第8页.
[14]老聃.老子[M].朱谦之,校释.北京:中华书局,2000.
[15]论语译注?先进篇[M].杨伯峻译注.北京:中华书局,1963:120.
[16]尼采(贺骥译).权力意志[M].桂林:漓江出版社,2000:328.
[17]尼采(虞龙发译).尼采遗稿选[M].上海∶上海译文出版社,2005:123.
[18]中国文化书院学术委员会编.梁溯溟全集(第七卷)[M].济南∶山东人民出版社,2005:690.
[19]卢梭.《爱弥儿》上卷[M].上海:商务印书馆,1978:74.
[20]梁溯溟全集(第七卷)[M].山东:山东人民出版社,1989:685-690.
[21] [英]彼得·罗塞尔著.付庆功,腾秋立编译《大脑的功能与潜力》[M].北京:中国人民大学出版社,1988:7-8.
[22]《简明大不列颠百科全书》(第4册)[M].北京:中国大百科全书出版社,1985.
[23]陈昌曙.技术哲学引论[M].北京:科学出版社,1999:92.
[24]张成岗.现代技术问题研究——技术、现代性与人类未来[M].北京:清华大学出版社,2005:2-40.
[25]卢梭著,李常山译.论人类不平等的起源和基础[M].北京:商务印书馆,1962:84.
[26]肖峰.高技术时代的人文忧患[M].南京:江苏人民出版社,2002.
[27] [苏]格·姆·达夫里扬著,薛启亮,易杰雄等译.技术·文化·人[M].河北人民出版社,1987.
[28]高亮华.人文主义视野中的技术[M].北京:中国社会科学出版社,1996.
[29]海德格尔.《关于技术的追问》(文集)1987(英文版):29.
[30]戴子钦译.《柏拉图对话七篇》·《普罗塔哥拉篇》[M].辽宁:辽宁教育出版社,1998:79-80.
[31]尹俊华.教育技术学导论[M].北京:高等教育出版社,2002.
[32]高德胜.知性德育及其超越——现代德育困境研究[M].北京:教育科学出版社,2003:70.
[33]高万详.我的教育苦旅[M].上海:华东师范大学出版社,2006.
[34] Emmanuel G Mesthene.Technological Change: Its Impact on Man and Society[[M].New York: New American Library, 1970. 60.
[35] Jaspers.Origin and Goal of History[M].New Haven, Con. Yale University Press, 1953. 115.
[36] Ian G..Barbour. Technology, Environment, and Human Values. New York: Praeger Publishers, 1980.41.
[37] Bedau, Mark A. The Nature of life[M].In Boden(1996), 1996.
[38] J.Dewey: Democracy and Education.1919:31、62.
[39] Kant: Uber Padagogik(Akademie Ausgabe Bd.IX),S.443.
[40] John W. Santrock. Educational Psychology.Mc Graw Hill.2006.
[1]′98内地与香港教育技术学术研讨会文集[C].P77.
[1] Donald Ely.Technology is the Answer:But What was the Question?[R].The James P.Curtis Distinguished Lecture Series,Capstone College of Education Society,University of Alabama,1995-4-14. D.学位论文
[1]韩小谦.技术发展的必然性与社会控制[D].北京:中国人民大学,2003.
[2]郭华.教学社会性之研究[D].北京:北京师范大学,1999.
[3]刘美凤.教育技术学学科定位问题研究[D].北京:北京师范大学,2002.
[4]颜士刚.技术的教育价值实现与创造研究[D].南京:南京师范大学,2007.
[5]单美贤.技术哲学视野下的技术教育化研究[D].南京:南京师范大学,2008.
[6]汪基德.中国教育技术学科的发展与反思[D].陕西:西北师范大学,2007.
[7]闫守轩.论教学中的生命关怀[D].南京:南京师范大学,2004.
[8]陈晓慧.关于教育信息化的文化审视[D].长春:东北师范大学,2005.
[9]郝志军.教学理论的实践品格[D].陕西:西北师范大学,2001.
[10] Li,Yuh-shin. John Dewey and modern Chinese education: Prospects for a new philosophy (John Dewey).( Ph.D.)
[11] Lugo.Alejandro A. Jr. The effects of multimedia-based instructionaltechnology on Algebra I problem-solving skills of ninth through twelfth grade students with learning disabilities. ( Ph.D.)
[12] Bela H. Banathy, Ed.D.
[1]夸美纽斯.大教学论[M].北京:人民教育出版社,1984:61.
[2]马克思恩格斯选集(第1卷)[M].北京:人民出版社,1972:24.
[3]马克思恩格斯选集(第4卷)[M].北京:人民出版社,1972:321
[4]肖川.主体性道德人格教育[M].北京:北京师范大学,2002.
[5]列宁:《黑格尔“逻辑学”一书摘要》,《列宁全集》第55卷[M].北京:人民出版社,1990:23.
[6] James D.Finn, Professionalizing the Audiovisual Field, Ronald J.McBeath (1972), Extending Education Through Technology-Selected Writing James D.Finn on Instructional Technology(p.33),Washington, DC: AECT, USA.
[7] Paul Sattler(1990), The Evolution of American Educational Technology(pp.7-15),Englewood, Colorado, Libraries Unlimited, INC,USA.
[1]章伟民.教育理念与教育技术[J].电化教育研究,2002,(4).
[2]黄堂红.中国的教育技术是什么[J].中国电化教育研究,2000,(1).
[3]李祺,李春鹏.谈以人为本的教育技术理念[J].电化教育研究,2007,(9).
[4]郑旭东.技术是答案,但问题是什么[J].电化教育研究,2007,(1).
[5]胡继渊.让教育走向生命世界——杜威与陶行知生命化教育观的比较研究[J].外国中小学教育,2007,(9).
[6]鲁洁.南京师范大学:一本用生命打开的教育学[J].南京学报(社会科学版),2002,(4).
[7]彭纪生.论科学技术的人文价值功能[J].东南大学学报(哲学社会科学版),2001,(2).
[8]刘大椿.技术何以决定人之本质[J].东北大学学报(社会科学版),2006,(1).
[9]马静,黄嫱.网络技术的人文价值[J].北京联合大学学报(自然科学版),2005,(3).
[10]李宏伟.现代技术的人文价值冲突及其整合[J].自然辩证法通讯,2004,(6).
[11]王凯.追问教育技术[J].上海教育科研,2007,(4).
[12]谢维营,严乐儿.科学技术的人文价值探析[J].科学技术与辩证法,2003,(12).
[13]孙宽宁.教育技术:始于技术,归于教育[J].中小学电教,2007,(5).
[14]李康.论教育技术的价值取向和发展周期问题[J].中国电化教育,2006,(7).
[15]李国友,叶剑新.现代教育技术在未来教育中的价值取向分析[J].现代远距离教育,2005,(1).
[16]刘耀霞.人的本质与技术的发展[J].南京财经大学学报,2005,(2).
[17]刘铁芳.生活意义的失落与当代教育的使命[J].高等师范教育研究,1997,(2).
[18]刘铁芳.人、世界、教育:意义的失落与追寻[J].教育研究,1997,(8).
[19]廖清胜.当代科技发展的人文趋势——兼论“两种文化”统一之路及其意义[J].自然辩证法研究,2001,(1).
[20]李建耀,陈莉.教育技术哲学初探[J].电化教育研究,2002,(4).
[21]王淑慧,郝静.教育技术的价值与价值观研究[J].教育技术导刊,2007,(3).
[22]张铃,傅畅梅.从技术的本质到技术的价值[J].辽宁大学学报(哲学社会科学版),2005,(3).
[23]陈红兵,陈昌曙.关于“技术是什么”的对话[J].自然辩证法研究,2001,(4).
[24]朱京曦.论人文技术哲学视野下的教育技术观[J].电化教育研究,2007,(5).
[25]王慧霞,李长著.论教学过程中教育技术泛化的批判性思考[J].当代教育论坛,2005,(2).
[26]周宗伟.关于教育技术的人文反思[J].电化教育研究,1999,(4).
[27]邵子华.生命哲学阐释与文学文本[J].中国社会科学院研究生院学报,2007,(9).
[28]李建会.生命是什么[J].自然辩证法研究,2003,(4).
[29]朱鹏飞.“绵延”说与柏格森生命哲学的兴衰[J].西南民族大学学报(人文社科版),2005,(9).
[30]陈在春.生命系统复杂性与生命网络结构[J].系统辩证学学报,2002(1):16-20.
[31]李锦.复杂性科学在高中生物教学中的运用[J].大连教育学院学报,2003(3):74-75.
[32]孟建伟.教育与生命——关于教育的生命哲学的思[J].教育研究,2007,(9).
[33] [日]小泉英明.脑科学与教育——尖端研究与未来展望[J].教育研究,2006,(2).
[34]吴国盛.技术与人文[J].北京社会科学,2001,(2).
[35] R M May.Willa large complex system be stable [J].Nature, 1972,238:413-417.
[36] R.Alt:Vorlesungen uber die Erziehung anf fruhen Stufen der Menschheitsentwicklung. Volk und Wissen Volkseigener Verlag,Berlin 1956,s.229.
[37] J.A.Comenius, Grosse Didaktik, a. a. O. 6. Kapitel, I, S, 45.
[38] Alexander J.Romiszowsiki. How's the E-learning Baby? Factors Leading to Successor Failure of an Educational Technology Innovation [J].Educational Technology,2004, (January-February):8—10.
[39] Andrew Yeaman. Professional EthicsThe Origins of EducationalTechnology’s Professional Ethics: Part One [J]TechTrends. Volume 48,Number 6.
[40] Andrew Yeaman. Professional EthicsThe Origins of EducationalTechnology’s Professional Ethics: Part Two—Establishing Professional Ethics in Education [J]TechTrends. Volume 49,Number 2.
[41] Christopher Knapper. the chanllege of educational technology[J]The International Journal for Academic Development.
[42] Albert A. Anderson. Why Prometheus Suffers: Technology and the Ecological Crisis, in Society for Philosophy&Technology, Vol. 1, No. 1 and 2.
[1]葛红兵.什么是人文?什么是教育?[J/OL].博客中国,2004,(5):[2004-05-25]. http://www.blogchina.com/new/display/31997.html
[2]何丹.中国教育缺什么[EB/OL].(2005-08-10)[2006-04-15]. http://www.chinavalue.net/Article/Archive/2005/8/10/9553.html
[3]科学发展观[EB/OL].百度百科,[2009-04-17]. http://baike.baidu.com/view/93347.htm
[4]教师发展:教师生存状况调查报告[EB/OL].都江堰塔中,[2006-02-02]. http://www.djytz.com:80/
③周宗伟.关于教育技术的人文反思[J].电化教育研究,1999,(4).
①李泽厚.李泽厚哲学文存(下编)[M].安徽:安徽文艺出版,1995:657.
②邵子华.生命哲学阐释与文学文本[J].中国社会科学院研究生院学报,2007,(9).
①Bedau, Mark A. The Nature of life. In Boden(1996), 1996.
②李建会.生命是什么[J].自然辩证法研究,2003,(4).
①老聃.老子[M].朱谦之,校释.北京:中华书局,2000.
②论语译注·先进篇[M].杨伯峻译注.北京:中华书局,1963:120.
①尼采(周国平译).希腊悲剧时代的哲学[M].北京∶商务印书馆,1994:51.
③朱鹏飞.“绵延”说与柏格森生命哲学的兴衰[J].西南民族大学学报(人文社科版),2005,(9).
①朱鹏飞.“绵延”说与柏格森生命哲学的兴衰[J].西南民族大学学报(人文社科版),2005,(9).
③尼采(虞龙发译).尼采遗稿选[M].上海∶上海译文出版社,2005:123.
④尼采(贺骥译).权力意志[M].桂林:漓江出版社,2000:328.
⑤尼采(贺骥译).权力意志[M].桂林:漓江出版社,2000:186.
①[美]沃尔德罗普.复杂[M].北京:三联书店,1997:199.
②R M May.Willa large complex system be stable [J].Nature, 1972,238:413-417.
①陈在春.生命系统复杂性与生命网络结构[J].系统辩证学学报,2002(1):16-20.
①刘放桐.新编现代西方哲学[M].北京:人民出版社,2000:128.
②[汉]许慎撰,[宋]徐铉校定.《说文解字》(简本)[M].上海:上海教育出版社,2003:84、408.
③J.Dewey: Democracy and Education.1919:31、62.
①励雪琴.教育学是什么[M].北京:北京大学出版社,2006:181.
②葛军.试论数学教育意义下的“生长”[J].数学教育学报,2008,(6).
③中国文化书院学术委员会编.梁溯溟全集(第七卷)[M].济南∶山东人民出版社,2005:690.
④R.Alt:Vorlesungen uber die Erziehung anf fruhen Stufen der Menschheitsentwicklung. Volk und Wissen Volkseigener Verlag,Berlin 1956,s.229.
①励雪琴.教育学是什么[M].北京:北京大学出版社,2006:166.
②J.A.Comenius, Grosse Didaktik, a. a. O. 6. Kapitel, I, S, 45.
③Kant: Uber Padagogik(Akademie Ausgabe Bd.IX),S.443.
④J.Dewey: Democracy and Education.1919:16.
⑤夸美纽斯.大教学论[M].北京:人民教育出版社,1984:61.
⑥卢梭.《爱弥儿》上卷[M].上海:商务印书馆,1978:74.
①马克思恩格斯选集(第1卷)[M].北京:人民出版社,1972:24.
②马克思恩格斯选集(第4卷)[M].北京:人民出版社,1972:321.
①李锦.复杂性科学在高中生物教学中的运用[J].大连教育学院学报,2003(3):74-75.
②梁溯溟全集(第七卷)[M].山东:山东人民出版社,1989:685-690.
③孟建伟.教育与生命——关于教育的生命哲学的思[J].教育研究,2007,(9).
①张文质.生命化教育的责任与梦想[M].华东师范大学出版社,2002:182.
①[日]小泉英明.脑科学与教育——尖端研究与未来展望[J].教育研究,2006,(2).
②[英]彼得·罗塞尔著.付庆功,腾秋立编译《大脑的功能与潜力》[M].北京:中国人民大学出版社,1988:7-8.
③J.Dewey: Democracy and Education.1919: 45.
④J.Dewey: Democracy and Education.1919: 30-32.
①张文质.生命化教育的责任与梦想[M].华东师范大学出版社,2002.179.
②张文质.生命化教育的责任与梦想[M].华东师范大学出版社,2002.183.
①《简明大不列颠百科全书》(第4册)[M].北京:中国大百科全书出版社,1985.
②陈昌曙.技术哲学引论[M].北京:科学出版社,1999:92.
③陈红兵,陈昌曙.关于“技术是什么”的对话[J].自然辩证法研究,2001,(4).
①《简明大不列颠百科全书》(第4册)[M].北京:中国大百科全书出版社,1985.
①张成岗.现代技术问题研究——技术、现代性与人类未来[M].北京:清华大学出版社,2005:2-40.
②[法]卢梭著,李常山译.论人类不平等的起源和基础[M].北京:商务印书馆,1962:84.
③肖峰.高技术时代的人文忧患[M].南京:江苏人民出版社,2002.
④[苏]格·姆·达夫里扬著,薛启亮,易杰雄等译.技术·文化·人[M].河北人民出版社,1987.
①Emmanuel G Mesthene.Technological Change: Its Impact on Man and Society[M]·New York: New American Library, 1970. 60.
②Jaspers.Origin and Goal of History[M]·New Haven, Con. Yale University Press, 1953. 115.
③高亮华.人文主义视野中的技术[M].北京:中国社会科学出版社,1996.
①Ian G..Barbour. Technology, Environment, and Human Values. New York: Praeger Publishers, 1980.41.
②海德格尔.《关于技术的追问》(文集)1987(英文版):29.
①戴子钦译.《柏拉图对话七篇》·《普罗塔哥拉篇》[M].辽宁:辽宁教育出版社,1998:79-80.
②马秋帆编.梁漱溟教育论著选[M].北京:人民教育出版社,1994:263.
③《马克思恩格斯选集》(第1卷)[M].北京:人民出版社,1995:72.
④吴国盛.技术与人文[J].北京社会科学,2001,(2).
①尹俊华.教育技术学导论[M].北京:高等教育出版社,2002.
①中国社会科学院日本研究所研究员金熙德解说《大国崛起》。
②′98内地与香港教育技术学术研讨会文集[C].P77.
③乔立恭.人文学科还是理化技术—关于教育技术哲学基础的思考[M].电化教育研究,1999,(4).
①′98内地与香港教育技术学术研讨会文集[C].P74.
①张晓娟,张龙革.从技术教育价值论教育技术学逻辑起点[J].中国教育信息化,2008,(10).
②瞿葆奎,俞立森.教育学逻辑起点的历史考察[J].教育研究,1986,(11):37.
③列宁:《黑格尔“逻辑学”一书摘要》,《列宁全集》第55卷[M].北京:人民出版社,1990:23.
②颜士刚.技术的教育价值的实现与创造研究[D].南京:南京师范大学教科院,2007.
①详细论证过程见张晓娟,张龙革.从技术教育价值论教育技术学逻辑起点[J].中国教育信息化,2008,(5).
②Alexander J.Romiszowsiki. How's the E-learning Baby? Factors Leading to Successor Failure of an Educational Technology Innovation [J].Educational Technology,2004, (January-February):8—10.
①高德胜.知性德育及其超越——现代德育困境研究[M].北京:教育科学出版社,2003:70.
②高德胜.知性德育及其超越——现代德育困境研究[M].北京:教育科学出版社,2003:70-71.
③张晓娟,张龙革.中国教育技术三十年透视与反思[J].现代教育技术,2008,(11).
①卢锋,唐湘宁.从教育技术学的技术化到科学发展观的确立[J].电化教育研究,2007,(10).
②James D.Finn, Professionalizing the Audiovisual Field, Ronald J.McBeath (1972), Extending Education Through Technology-Selected Writing James D.Finn on Instructional Technology(p.33),Washington, DC: AECT, USA.
①瞿葆奎,唐莹.“教育科学分类:问题与框架——<教育科学分支学科丛书>代序”,见章伟民,曹揆申著,《教育技术学》,北京:人民教育出版社,2000.
②Paul Sattler(1990), The Evolution of American Educational Technology(pp.7-15),Englewood, Colorado, Libraries Unlimited, INC,USA.
③科学发展观[EB/OL].百度百科,[2009-04-17]. http://baike.baidu.com/view/93347.htm
①克里希那穆提.一生的学习[M].北京:群言出版社,2004:37.
②教师发展:教师生存状况调查报告[EB/OL].都江堰塔中,[2006-02-02].http://www.djytz.com:80/
①鲁洁.南京师范大学:一本用生命打开的教育学[J].南京学报(社会科学版),2002,(4).
[1]张文质.生命化教育的责任与梦想[M].上海:华东师范大学出版社,2002.
[2]马秋帆编.梁漱溟教育论著选[M].北京:人民教育出版社.1994:263.
[3]王玉樑．21世纪价值哲学:从自发到自觉[M].北京:人民出版社,2006.
[4]张耀南编.知识与文化——张东荪文化论著辑要[M].北京:中国广播电视大学出版社,1995.
[5]李泽厚.李泽厚哲学文存(下编)[M].安徽:安徽文艺出版,1995:657.
[6]尼采(周国平译).希腊悲剧时代的哲学[M].北京:商务印书馆,1994:51.
[7] [美]沃尔德罗普.复杂[M].北京:三联书店,1997:199.
[8]刘放桐.新编现代西方哲学[M].北京:人民出版社,2000:128.
[9] [汉]许慎撰,[宋]徐铉校定.《说文解字》(简本)[M].上海:上海教育出版社,2003:84、408.
[10]励雪琴.教育学是什么[M].北京:北京大学出版社,2006:181.
[11]克里希那穆提.一生的学习[M].北京:群言出版社,2004:7.
[12]克里希那穆提.重新认识你自己[M].群言出版社,1895-1986著.
[13]恩斯特?卡西尔.人论[M].上海译文出版社出版,第8页.
[14]老聃.老子[M].朱谦之,校释.北京:中华书局,2000.
[15]论语译注?先进篇[M].杨伯峻译注.北京:中华书局,1963:120.
[16]尼采(贺骥译).权力意志[M].桂林:漓江出版社,2000:328.
[17]尼采(虞龙发译).尼采遗稿选[M].上海∶上海译文出版社,2005:123.
[18]中国文化书院学术委员会编.梁溯溟全集(第七卷)[M].济南∶山东人民出版社,2005:690.
[19]卢梭.《爱弥儿》上卷[M].上海:商务印书馆,1978:74.
[20]梁溯溟全集(第七卷)[M].山东:山东人民出版社,1989:685-690.
[21] [英]彼得·罗塞尔著.付庆功,腾秋立编译《大脑的功能与潜力》[M].北京:中国人民大学出版社,1988:7-8.
[22]《简明大不列颠百科全书》(第4册)[M].北京:中国大百科全书出版社,1985.
[23]陈昌曙.技术哲学引论[M].北京:科学出版社,1999:92.
[24]张成岗.现代技术问题研究——技术、现代性与人类未来[M].北京:清华大学出版社,2005:2-40.
[25]卢梭著,李常山译.论人类不平等的起源和基础[M].北京:商务印书馆,1962:84.
[26]肖峰.高技术时代的人文忧患[M].南京:江苏人民出版社,2002.
[27] [苏]格·姆·达夫里扬著,薛启亮,易杰雄等译.技术·文化·人[M].河北人民出版社,1987.
[28]高亮华.人文主义视野中的技术[M].北京:中国社会科学出版社,1996.
[29]海德格尔.《关于技术的追问》(文集)1987(英文版):29.
[30]戴子钦译.《柏拉图对话七篇》·《普罗塔哥拉篇》[M].辽宁:辽宁教育出版社,1998:79-80.
[31]尹俊华.教育技术学导论[M].北京:高等教育出版社,2002.
[32]高德胜.知性德育及其超越——现代德育困境研究[M].北京:教育科学出版社,2003:70.
[33]高万详.我的教育苦旅[M].上海:华东师范大学出版社,2006.
[34] Emmanuel G Mesthene.Technological Change: Its Impact on Man and Society[[M].New York: New American Library, 1970. 60.
[35] Jaspers.Origin and Goal of History[M].New Haven, Con. Yale University Press, 1953. 115.
[36] Ian G..Barbour. Technology, Environment, and Human Values. New York: Praeger Publishers, 1980.41.
[37] Bedau, Mark A. The Nature of life[M].In Boden(1996), 1996.
[38] J.Dewey: Democracy and Education.1919:31、62.
[39] Kant: Uber Padagogik(Akademie Ausgabe Bd.IX),S.443.
[40] John W. Santrock. Educational Psychology.Mc Graw Hill.2006.
[1]′98内地与香港教育技术学术研讨会文集[C].P77.
[1] Donald Ely.Technology is the Answer:But What was the Question?[R].The James P.Curtis Distinguished Lecture Series,Capstone College of Education Society,University of Alabama,1995-4-14. D.学位论文
[1]韩小谦.技术发展的必然性与社会控制[D].北京:中国人民大学,2003.
[2]郭华.教学社会性之研究[D].北京:北京师范大学,1999.
[3]刘美凤.教育技术学学科定位问题研究[D].北京:北京师范大学,2002.
[4]颜士刚.技术的教育价值实现与创造研究[D].南京:南京师范大学,2007.
[5]单美贤.技术哲学视野下的技术教育化研究[D].南京:南京师范大学,2008.
[6]汪基德.中国教育技术学科的发展与反思[D].陕西:西北师范大学,2007.
[7]闫守轩.论教学中的生命关怀[D].南京:南京师范大学,2004.
[8]陈晓慧.关于教育信息化的文化审视[D].长春:东北师范大学,2005.
[9]郝志军.教学理论的实践品格[D].陕西:西北师范大学,2001.
[10] Li,Yuh-shin. John Dewey and modern Chinese education: Prospects for a new philosophy (John Dewey).( Ph.D.)
[11] Lugo.Alejandro A. Jr. The effects of multimedia-based instructionaltechnology on Algebra I problem-solving skills of ninth through twelfth grade students with learning disabilities. ( Ph.D.)
[12] Bela H. Banathy, Ed.D.
[1]夸美纽斯.大教学论[M].北京:人民教育出版社,1984:61.
[2]马克思恩格斯选集(第1卷)[M].北京:人民出版社,1972:24.
[3]马克思恩格斯选集(第4卷)[M].北京:人民出版社,1972:321
[4]肖川.主体性道德人格教育[M].北京:北京师范大学,2002.
[5]列宁:《黑格尔“逻辑学”一书摘要》,《列宁全集》第55卷[M].北京:人民出版社,1990:23.
[6] James D.Finn, Professionalizing the Audiovisual Field, Ronald J.McBeath (1972), Extending Education Through Technology-Selected Writing James D.Finn on Instructional Technology(p.33),Washington, DC: AECT, USA.
[7] Paul Sattler(1990), The Evolution of American Educational Technology(pp.7-15),Englewood, Colorado, Libraries Unlimited, INC,USA.
[1]章伟民.教育理念与教育技术[J].电化教育研究,2002,(4).
[2]黄堂红.中国的教育技术是什么[J].中国电化教育研究,2000,(1).
[3]李祺,李春鹏.谈以人为本的教育技术理念[J].电化教育研究,2007,(9).
[4]郑旭东.技术是答案,但问题是什么[J].电化教育研究,2007,(1).
[5]胡继渊.让教育走向生命世界——杜威与陶行知生命化教育观的比较研究[J].外国中小学教育,2007,(9).
[6]鲁洁.南京师范大学:一本用生命打开的教育学[J].南京学报(社会科学版),2002,(4).
[7]彭纪生.论科学技术的人文价值功能[J].东南大学学报(哲学社会科学版),2001,(2).
[8]刘大椿.技术何以决定人之本质[J].东北大学学报(社会科学版),2006,(1).
[9]马静,黄嫱.网络技术的人文价值[J].北京联合大学学报(自然科学版),2005,(3).
[10]李宏伟.现代技术的人文价值冲突及其整合[J].自然辩证法通讯,2004,(6).
[11]王凯.追问教育技术[J].上海教育科研,2007,(4).
[12]谢维营,严乐儿.科学技术的人文价值探析[J].科学技术与辩证法,2003,(12).
[13]孙宽宁.教育技术:始于技术,归于教育[J].中小学电教,2007,(5).
[14]李康.论教育技术的价值取向和发展周期问题[J].中国电化教育,2006,(7).
[15]李国友,叶剑新.现代教育技术在未来教育中的价值取向分析[J].现代远距离教育,2005,(1).
[16]刘耀霞.人的本质与技术的发展[J].南京财经大学学报,2005,(2).
[17]刘铁芳.生活意义的失落与当代教育的使命[J].高等师范教育研究,1997,(2).
[18]刘铁芳.人、世界、教育:意义的失落与追寻[J].教育研究,1997,(8).
[19]廖清胜.当代科技发展的人文趋势——兼论“两种文化”统一之路及其意义[J].自然辩证法研究,2001,(1).
[20]李建耀,陈莉.教育技术哲学初探[J].电化教育研究,2002,(4).
[21]王淑慧,郝静.教育技术的价值与价值观研究[J].教育技术导刊,2007,(3).
[22]张铃,傅畅梅.从技术的本质到技术的价值[J].辽宁大学学报(哲学社会科学版),2005,(3).
[23]陈红兵,陈昌曙.关于“技术是什么”的对话[J].自然辩证法研究,2001,(4).
[24]朱京曦.论人文技术哲学视野下的教育技术观[J].电化教育研究,2007,(5).
[25]王慧霞,李长著.论教学过程中教育技术泛化的批判性思考[J].当代教育论坛,2005,(2).
[26]周宗伟.关于教育技术的人文反思[J].电化教育研究,1999,(4).
[27]邵子华.生命哲学阐释与文学文本[J].中国社会科学院研究生院学报,2007,(9).
[28]李建会.生命是什么[J].自然辩证法研究,2003,(4).
[29]朱鹏飞.“绵延”说与柏格森生命哲学的兴衰[J].西南民族大学学报(人文社科版),2005,(9).
[30]陈在春.生命系统复杂性与生命网络结构[J].系统辩证学学报,2002(1):16-20.
[31]李锦.复杂性科学在高中生物教学中的运用[J].大连教育学院学报,2003(3):74-75.
[32]孟建伟.教育与生命——关于教育的生命哲学的思[J].教育研究,2007,(9).
[33] [日]小泉英明.脑科学与教育——尖端研究与未来展望[J].教育研究,2006,(2).
[34]吴国盛.技术与人文[J].北京社会科学,2001,(2).
[35] R M May.Willa large complex system be stable [J].Nature, 1972,238:413-417.
[36] R.Alt:Vorlesungen uber die Erziehung anf fruhen Stufen der Menschheitsentwicklung. Volk und Wissen Volkseigener Verlag,Berlin 1956,s.229.
[37] J.A.Comenius, Grosse Didaktik, a. a. O. 6. Kapitel, I, S, 45.
[38] Alexander J.Romiszowsiki. How's the E-learning Baby? Factors Leading to Successor Failure of an Educational Technology Innovation [J].Educational Technology,2004, (January-February):8—10.
[39] Andrew Yeaman. Professional EthicsThe Origins of EducationalTechnology’s Professional Ethics: Part One [J]TechTrends. Volume 48,Number 6.
[40] Andrew Yeaman. Professional EthicsThe Origins of EducationalTechnology’s Professional Ethics: Part Two—Establishing Professional Ethics in Education [J]TechTrends. Volume 49,Number 2.
[41] Christopher Knapper. the chanllege of educational technology[J]The International Journal for Academic Development.
[42] Albert A. Anderson. Why Prometheus Suffers: Technology and the Ecological Crisis, in Society for Philosophy&Technology, Vol. 1, No. 1 and 2.
[1]葛红兵.什么是人文?什么是教育?[J/OL].博客中国,2004,(5):[2004-05-25]. http://www.blogchina.com/new/display/31997.html
[2]何丹.中国教育缺什么[EB/OL].(2005-08-10)[2006-04-15]. http://www.chinavalue.net/Article/Archive/2005/8/10/9553.html
[3]科学发展观[EB/OL].百度百科,[2009-04-17]. http://baike.baidu.com/view/93347.htm
[4]教师发展:教师生存状况调查报告[EB/OL].都江堰塔中,[2006-02-02]. http://www.djytz.com:80/