改革开放40年我国教育技术国际交流发展脉络与前景展望
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摘要
改革开放以来,我国教育技术重新起步并迅猛发展,探索出一条"积极借鉴国际经验,密切结合国内实际"的具有中国特色的教育信息化发展道路。国际交流在我国教育技术的发展进程中发挥着举足轻重的作用。采用历史文献研究法对改革开放40年来我国教育技术国际交流的发展脉络进行梳理发现:我国教育技术国际交流的发展经历了三个阶段,分别是起步阶段(1978年至21世纪初)、初步发展阶段(21世纪初至2010年)和蓬勃发展阶段(2010年至今)。教育技术国际交流的成果主要体现在四个维度,分别是参与和主办国际会议、引进与输出学术成果、协同合作国际项目、开放培养国际型人才。经历改革开放40年的发展,我国教育技术国际交流逐步从输入走向输出,从参与走向主导,彰显出我国教育技术在国际舞台上的影响力在不断攀升。然而我国教育技术国际交流仍然凸显出交流主体过于集中、具有中国特色的教育技术学术成果传播力度不足等问题。因此,未来发展要立足中国特色教育技术理论创新,增强国际话语权;要面向多元主体开展国际交流,建立国际人才培养体系,提高国际交流能力。唯此才能让中国教育技术创新成果走向世界,并引领全球教育信息化发展。
China's educational technology has re-started and developed rapidly, exploring a development path of ICT in education with Chinese characteristics that "actively draws on international experience and closely combines domestic realities" since the reform and opening up. International exchange plays a pivotal role in the development of education technology in China. The historical literature research method is used to sort out the development of international exchanges of China's educational technology during the 40 years of reform and opening up. It is found that the development of international exchange of China's educational technology has gone through three stages: the early stage(1978 to the beginning of the 21 st century), the initial development stage(from the early 21 st century to 2010) and the booming stage(2010-present). The results of international exchange of educational technology are mainly reflected in four dimensions: participation and hosting of international conferences, introduction and export of academic achievements, collaborating international projects, and open training of international talents. After 40 years of reform and opening up, international exchanges of China's educational technology have shifted from input to output, and from participation to dominance, showing that the influence of China's educational technology on the international stage is constantly rising. However, during its development, there are still problems, such as the communication subjects is excessively concentrated, and the output and dissemination of academic achievements with Chinese characteristics is insufficient. Therefore, the future development should be based on the theoretical innovation of educational technology with Chinese characteristics and enhance China's international discourse power; it is necessary to conduct international exchanges for multi-subjects, establish an international talent training system, and improve international communication capabilities. Only in this way can China's educational technology innovation go global and lead the global development of ICT in education.
China's educational technology has re-started and developed rapidly, exploring a development path of ICT in education with Chinese characteristics that "actively draws on international experience and closely combines domestic realities" since the reform and opening up. International exchange plays a pivotal role in the development of education technology in China. The historical literature research method is used to sort out the development of international exchanges of China's educational technology during the 40 years of reform and opening up. It is found that the development of international exchange of China's educational technology has gone through three stages: the early stage(1978 to the beginning of the 21 st century), the initial development stage(from the early 21 st century to 2010) and the booming stage(2010-present). The results of international exchange of educational technology are mainly reflected in four dimensions: participation and hosting of international conferences, introduction and export of academic achievements, collaborating international projects, and open training of international talents. After 40 years of reform and opening up, international exchanges of China's educational technology have shifted from input to output, and from participation to dominance, showing that the influence of China's educational technology on the international stage is constantly rising. However, during its development, there are still problems, such as the communication subjects is excessively concentrated, and the output and dissemination of academic achievements with Chinese characteristics is insufficient. Therefore, the future development should be based on the theoretical innovation of educational technology with Chinese characteristics and enhance China's international discourse power; it is necessary to conduct international exchanges for multi-subjects, establish an international talent training system, and improve international communication capabilities. Only in this way can China's educational technology innovation go global and lead the global development of ICT in education.
引文
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[7]陈小珺,崔国强,王淑艳等(2013).在全球一体化的时代里学习——AECT 2012年会述评与思考[J].远程教育杂志,(1):3-16.
[8]崔国强,王小雪,刘炬红等(2015).学习、设计与技术——AECT 2014年会评述与思考[J].远程教育杂志,(1):3-20.
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[11]方庄(2015).充分发挥学术期刊在国际交流中的平台作用——本刊举办学术期刊国际化问题座谈会[J].中国远程教育,(6):26.
[12]何克抗(2004).儿童思维发展新论和语文教育的深化改革——对皮亚杰“儿童认知发展阶段论”的质疑[J].教育研究,(1):55-60.
[13]何克抗(2005).一个专业化的标准任重道远的实践[J].教育信息化,(9):32-34.
[14]何克抗(2011).我国教育信息化理论研究新进展[J].中国电化教育,(1):1-19.
[15]华东师范大学新闻中心(2017).加强教育实证研究华东师大行动宣言发布[EB/OL].[2018-11-21]. http://news.ecnu.edu.cn/58/98/c1833a88216/page.htm.
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[18]李敏(2008).教育国际交流:挑战与应答[D].上海:华东师范大学:126.
[19]李运林(2016).中国现代信息技术教育发展的理论与实践——从电化教育到信息化教育[M].广州:广东人民出版社:179,181.
[20]南国农(1990).我国电化教育学科建设的回顾与展望[J].华东师范大学学报(教育科学版),(1):21-30.
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[22]全国信息技术标准化技术委员会教育技术分技术委员会(2012).机构与章程[EB/OL].[2018-11-12]. http://www.celtsc.org/channel/jgzc.html.
[23]王小雪,陈小珺,崔国强等(2012).庆祝3.0:设计、学习与社会群体——从2011 AECT年会审视教育技术的现状与发展[J].远程教育杂志,(1):3-17.
[24]新华网(2015).习近平致信祝贺国际教育信息化大会开幕[EB/OL].[2018-11-04]. http://www.ict.edu.cn/news/n2/n20150523_24900.shtml.
[25]移动学习教育部-中国移动联合实验室(2014).大事记[EB/OL].[2018-11-22]. http://lcell.bnu.edu.cn/memorabilia.jsp.
[26]张国强,薛一馨(2018).改革开放四十年我国教育信息化政策特征与展望[J].电化教育研究,(8):39-43.
[27]中共中央文献研究室(1990).邓小平同志论教育[M].北京:人民教育出版社.
[28]中国学术期刊国际国内影响力统计分析数据库(2017).中国国际品牌学术期刊名单(2013-2017年)[EB/OL].[2018-11-12].北京:《中国学术期刊(光盘版)》电子杂志社.
[29]《中国远程教育》杂志社(2018). 2018(第十七届)中国国际远程教育大会[EB/OL].[2018-11-18]. http://zxxx.net.cn/2018CIDEC.
[30]Cohen, L., Manion, L.,&Morrison, K.(2002). Research Methods in Education[M]. London:Routledge:248-250.
[31]Springer(2018a). New Theory of Children’s Thinking Development:Application in Language Teaching-Book Metrics[EB/OL].[2018-11-18]. http://www.bookmetrix.com/detail/book/86b3d4ca-dbb7-4f05-9674-b71f249513b4#downloads.
[32]Springer(2018b). The Development of MOOCs in China-Book Metrics[EB/OL].[2018-11-18]. http://www.bookmetrix.com/detail/book/3f8fb9a1-5f55-4665-ac5a-096f14c4bdac#downloads.
[33]Springer(2018c). Exploring Blockchain Technology and Its Potential Applications for Education-Metrics[EB/OL].[2018-11-18].https://slejournal.springeropen.com/articles/10.1186/s40561-017-0050-x.
[34]Springer(2018d). Smart Learning Environments-2017Journal Metrics[EB/OL].[2018-11-18]. https://slejournal.springeropen.com/.
[35]Springer(2018e). Journal of Computersin Education-Jounal Metrics[EB/OL].[2018-11-18]. https://www.springer.com/education+%26+language/learning+%26+instruction/journal/40692.
(1)http://www.celtsc.org/。
(2)http://app.core-apps.com/aect18,AECT官方发布App,可以了解AECT 2018年年会详细日程和与会人员等信息。
[2]北京师范大学教育技术学院学科史编写组(2016).曦园华实(内部资料)[M]:97,64-80,161-162,184,243.
[3]北京师范大学教育学部(2013).黄荣怀教授受Springer出版社邀请主编LNET系列丛书[EB/OL].[2018-11-18]. http://fe.bnu.edu.cn/html/002/1/201306/9877.shtml.
[4]北京师范大学未来教育高精尖创新中心(2018). CSSCI对话SSCI:教育研究论文写作暨国外教育技术核心期刊论文发表专题研讨会[EB/OL].[2018-11-18]. http://aic-fe.bnu.edu.cn/docs/20181108141452420714.pdf.
[5]蔡慧英,顾小清(2017).教育技术期刊学术写作范式与出版策略:请不要放弃你的论文——访SSCI期刊《教育技术研究与发展》主编迈克尔·斯佩克特教授[J].现代远程教育研究,(2):3-12.
[6]陈琳,王运武(2009).中国教育技术改革发展三十年[J].电化教育研究,(2):106-111,120.
[7]陈小珺,崔国强,王淑艳等(2013).在全球一体化的时代里学习——AECT 2012年会述评与思考[J].远程教育杂志,(1):3-16.
[8]崔国强,王小雪,刘炬红等(2015).学习、设计与技术——AECT 2014年会评述与思考[J].远程教育杂志,(1):3-20.
[9]第四届教博组委会(2018).第四届教博会介绍[EB/OL].[2018-11-20]. http://www.ceie.org.cn/.
[10]杜婧,余云涛,吴永和等(2014).教育信息化国际标准现状与新技术趋势[J].信息技术与标准化,(9):28-32.
[11]方庄(2015).充分发挥学术期刊在国际交流中的平台作用——本刊举办学术期刊国际化问题座谈会[J].中国远程教育,(6):26.
[12]何克抗(2004).儿童思维发展新论和语文教育的深化改革——对皮亚杰“儿童认知发展阶段论”的质疑[J].教育研究,(1):55-60.
[13]何克抗(2005).一个专业化的标准任重道远的实践[J].教育信息化,(9):32-34.
[14]何克抗(2011).我国教育信息化理论研究新进展[J].中国电化教育,(1):1-19.
[15]华东师范大学新闻中心(2017).加强教育实证研究华东师大行动宣言发布[EB/OL].[2018-11-21]. http://news.ecnu.edu.cn/58/98/c1833a88216/page.htm.
[16]教育部(2012).教育部关于印发《教育信息化十年发展规划(2011-2020年)》的通知[EB/OL].[2018-11-20]. http://old.moe.gov.cn//publicfiles/business/htmlfiles/moe/s5892/201203/133322.html.
[17]教育部(2018).教育部关于印发《教育信息化2.0行动计划》的通知[EB/OL].[2018-11-20]. http://www.moe.gov.cn/srcsite/A16/s3342/201804/t20180425_334188.html.
[18]李敏(2008).教育国际交流:挑战与应答[D].上海:华东师范大学:126.
[19]李运林(2016).中国现代信息技术教育发展的理论与实践——从电化教育到信息化教育[M].广州:广东人民出版社:179,181.
[20]南国农(1990).我国电化教育学科建设的回顾与展望[J].华东师范大学学报(教育科学版),(1):21-30.
[21]南国农(2013).中国电化教育(教育技术)史[M].北京:人民教育出版社:102,214,216,215,211-222,229,245,341.
[22]全国信息技术标准化技术委员会教育技术分技术委员会(2012).机构与章程[EB/OL].[2018-11-12]. http://www.celtsc.org/channel/jgzc.html.
[23]王小雪,陈小珺,崔国强等(2012).庆祝3.0:设计、学习与社会群体——从2011 AECT年会审视教育技术的现状与发展[J].远程教育杂志,(1):3-17.
[24]新华网(2015).习近平致信祝贺国际教育信息化大会开幕[EB/OL].[2018-11-04]. http://www.ict.edu.cn/news/n2/n20150523_24900.shtml.
[25]移动学习教育部-中国移动联合实验室(2014).大事记[EB/OL].[2018-11-22]. http://lcell.bnu.edu.cn/memorabilia.jsp.
[26]张国强,薛一馨(2018).改革开放四十年我国教育信息化政策特征与展望[J].电化教育研究,(8):39-43.
[27]中共中央文献研究室(1990).邓小平同志论教育[M].北京:人民教育出版社.
[28]中国学术期刊国际国内影响力统计分析数据库(2017).中国国际品牌学术期刊名单(2013-2017年)[EB/OL].[2018-11-12].北京:《中国学术期刊(光盘版)》电子杂志社.
[29]《中国远程教育》杂志社(2018). 2018(第十七届)中国国际远程教育大会[EB/OL].[2018-11-18]. http://zxxx.net.cn/2018CIDEC.
[30]Cohen, L., Manion, L.,&Morrison, K.(2002). Research Methods in Education[M]. London:Routledge:248-250.
[31]Springer(2018a). New Theory of Children’s Thinking Development:Application in Language Teaching-Book Metrics[EB/OL].[2018-11-18]. http://www.bookmetrix.com/detail/book/86b3d4ca-dbb7-4f05-9674-b71f249513b4#downloads.
[32]Springer(2018b). The Development of MOOCs in China-Book Metrics[EB/OL].[2018-11-18]. http://www.bookmetrix.com/detail/book/3f8fb9a1-5f55-4665-ac5a-096f14c4bdac#downloads.
[33]Springer(2018c). Exploring Blockchain Technology and Its Potential Applications for Education-Metrics[EB/OL].[2018-11-18].https://slejournal.springeropen.com/articles/10.1186/s40561-017-0050-x.
[34]Springer(2018d). Smart Learning Environments-2017Journal Metrics[EB/OL].[2018-11-18]. https://slejournal.springeropen.com/.
[35]Springer(2018e). Journal of Computersin Education-Jounal Metrics[EB/OL].[2018-11-18]. https://www.springer.com/education+%26+language/learning+%26+instruction/journal/40692.
(1)http://www.celtsc.org/。
(2)http://app.core-apps.com/aect18,AECT官方发布App,可以了解AECT 2018年年会详细日程和与会人员等信息。