教学:“技术化”还是“去技术化”?
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摘要
在技术作用于教学发展方面,当前有两种针锋相对的观点:教学技术化与教学去技术化。前者是一种技术自大,后者是一种技术封闭,二者指导下的教学实践显然都不利于教学发展。我们主张"教学合理技术化"观点。教学合理技术化认为,技术工具与教学工艺密不可分。从古代到现代,技术工具革新持续推动着教学工艺演化;教学工艺发挥出好的教学效能,是以技术工具的遮蔽为前提的。正是教学合理技术化的"未完成状态",促使技术工具及工艺继承与发展,推动着教学系统的发展演进。教学合理技术化应注意技术工具选择的适效性、把握技术应用的阶段性、树立合目的性的教学技术观,从而更好地促进教学发展。
At present,there have been two contradicting ideas in the aspect of the role of technology in the development of teaching,that is teaching technicalization and teaching de-technicalization.The former is a kind of technical arrogance;the latter is a kind of technical closure.Teaching practice under the guidance of this two perspectives is obviously not conducive to the development of teaching.We advocate the idea of reasonable teaching technicalization,which is that teaching tools and instructional craft are inseparable,tools innovation promotes the instructional craft evolution,and then lead it to have good effect based on that teaching tools are implicit.It is the unfinished state of reasonable teaching technicalization promotes the update and reserve of the teaching tools and instructional craft.In the process of reasonable teaching technicalization,we also need to pay attention to the applicability and effectiveness of technical tools selection,recognize the periodicity of technology application and set up a purposiveness view of instructional technology.Only in this way can we base on the rational technicalization and better achieve the purpose of promoting the development of teaching.
At present,there have been two contradicting ideas in the aspect of the role of technology in the development of teaching,that is teaching technicalization and teaching de-technicalization.The former is a kind of technical arrogance;the latter is a kind of technical closure.Teaching practice under the guidance of this two perspectives is obviously not conducive to the development of teaching.We advocate the idea of reasonable teaching technicalization,which is that teaching tools and instructional craft are inseparable,tools innovation promotes the instructional craft evolution,and then lead it to have good effect based on that teaching tools are implicit.It is the unfinished state of reasonable teaching technicalization promotes the update and reserve of the teaching tools and instructional craft.In the process of reasonable teaching technicalization,we also need to pay attention to the applicability and effectiveness of technical tools selection,recognize the periodicity of technology application and set up a purposiveness view of instructional technology.Only in this way can we base on the rational technicalization and better achieve the purpose of promoting the development of teaching.
引文
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[7]于翠翠.课堂教学技术化的价值悖论及其超越[J]教育科学,2013(8):45-49.
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[10]吴国盛.技术哲学讲演录[J].北京:中国人民大学出版社,2009:2-5.
[11]颜士刚.论技术、教育与人的发展[J].现代远程教育研究,2014(1):20-26.
[12]颜士刚.信息技术影响教育发展的历史、原因及趋向[J].电化教育研究,2009(12):10-15.
[13]杨浩,郑旭东,朱莎.技术扩散视角下信息技术与学校教育整合的若干思考[J].中国电化教育,2015(4):1-6.
[14]李芒.对教育技术“工具理性”的批判[J].教育研究,2008(5):56-61.
[2]罗伯特·M.加涅.教育技术学基础[M].张杰夫,译.北京:教学科学出版社,1992:14.
[3]李康.教育技术学概论——基本理论的探索[M].广州:广东教育出版社,2005:113
[4]阿尔文·托夫勒.第三次浪潮[M].北京:科学技术文献出版社,1984.
[5]邹海林,徐建培.科学技术史概论[M].北京:科学出版社,2004:7.
[6]司晓宏,吴东方.复杂性理论与教育的复杂性研究[J].教育研究,2007(11):14-17.
[7]于翠翠.课堂教学技术化的价值悖论及其超越[J]教育科学,2013(8):45-49.
[8]刘景超.技术时代教学的价值审视[J].湖南师范大学教育科学学报,2012(6):7-9.
[9]宋祖良.拯救地球和人类未来——海德格尔的后期思想[M].北京:中国社会科学出版社,1993:51.
[10]吴国盛.技术哲学讲演录[J].北京:中国人民大学出版社,2009:2-5.
[11]颜士刚.论技术、教育与人的发展[J].现代远程教育研究,2014(1):20-26.
[12]颜士刚.信息技术影响教育发展的历史、原因及趋向[J].电化教育研究,2009(12):10-15.
[13]杨浩,郑旭东,朱莎.技术扩散视角下信息技术与学校教育整合的若干思考[J].中国电化教育,2015(4):1-6.
[14]李芒.对教育技术“工具理性”的批判[J].教育研究,2008(5):56-61.