教育技术学:学科发展之问与答
|
摘要
改革开放启动的1978年,我国教育技术专业开始建立,标志着我国教育技术学科的诞生。40年间,教育技术学发展经历了视听教育、信息化教育、教育信息化和智能化教育等阶段,在人才培养、理论研究和学科实践上均取得不俗成就。从技术支持的辅助教学设计能力,到应用信息技术重塑教育生态的设计能力,人才培养的目标不断提升;从早期的学科理论的借鉴与发展,到现在的跨学科理论创新,学科本体知识持续充实;从早期的参与信息技术教育和推动教育信息化建设,到重塑教育生态引领教育信息化的发展,学科实践不断丰富。当前,在教育信息化2.0和智能化教育的时代背景下,学科发展的"南国农之问"困境依然严峻,在学科理论的方法突破和学科实践的智能升级等方面还面临诸多挑战。展望未来,教育技术学有望发挥后发优势,依托中国教育信息化的实践沃土,发展与提升学科实力,逐步建立有中国特色、国际水准的一门学科。
The discipline of educational technology started to be established in China in 1978,when the policy ofreform and opening-up was carried out. Over the past four decades,it has passed such stages as audiovisual education,information technology education,education informatization,and intelligence-led education,and has made remarkableachievements in talent cultivation,theoretical research,and discipline practices. Specifically,higher goals of talentcultivation have been achieved,from technical support-based auxiliary teaching designing to education ecology designingreshaped by applied information technology;disciplinary knowledge has been continuously enriched,from the earlydisciplinary theory inheritance and development to today's interdisciplinary theoretical innovation;and disciplinepractices have been constantly enriched,from the early participation in information technology education and promotion ofeducational informationization to the guidance of the development of educational informationization by remodelingeducation ecology. At present,in the background of Educational Informationization 2.0 and intelligence-led education,the discipline of educational technology develops slowly,and there are still many challenges in the methodologicalbreakthrough of disciplinary theories and the intelligence upgrading of discipline practices. In the future,the discipline ofeducational technology is expected to show its advantages,and based on the practice of educational informationization,increase disciplinary strengths,and gradually build a discipline of educational technology with Chinese characteristicsand international standards.
The discipline of educational technology started to be established in China in 1978,when the policy ofreform and opening-up was carried out. Over the past four decades,it has passed such stages as audiovisual education,information technology education,education informatization,and intelligence-led education,and has made remarkableachievements in talent cultivation,theoretical research,and discipline practices. Specifically,higher goals of talentcultivation have been achieved,from technical support-based auxiliary teaching designing to education ecology designingreshaped by applied information technology;disciplinary knowledge has been continuously enriched,from the earlydisciplinary theory inheritance and development to today's interdisciplinary theoretical innovation;and disciplinepractices have been constantly enriched,from the early participation in information technology education and promotion ofeducational informationization to the guidance of the development of educational informationization by remodelingeducation ecology. At present,in the background of Educational Informationization 2.0 and intelligence-led education,the discipline of educational technology develops slowly,and there are still many challenges in the methodologicalbreakthrough of disciplinary theories and the intelligence upgrading of discipline practices. In the future,the discipline ofeducational technology is expected to show its advantages,and based on the practice of educational informationization,increase disciplinary strengths,and gradually build a discipline of educational technology with Chinese characteristicsand international standards.
引文
[1]何克抗,李文光.教育技术学[M].北京:北京师范大学出版社,2002.10-12.
[2]刘德亮.我国教育技术学科建设的现状与发展趋势---访北京师范大学黄荣怀教授[J].中国电化教育,2002,(10).
[3]顾小清.从辅助教学到重塑生态:中国教育信息化40年[M].上海:华东师范大学出版社,2018.
[4]南国农.世纪之交,电教者的使命[J].电化教育研究,1998,(1).
[5]何克抗.教学设计理论与方法研究评论(上)[J].电化教育研究,1998,(3).
[6]南国农.解读信息化教育及其五大支柱[J].中小学信息技术教育,2007,(2).
[7]何克抗.建构主义──革新传统教学的理论基础(上)[J].电化教育研究,1997,(4).
[8]李克东.关于多媒体教育应用研究的几个问题[J].中国远程教育,1996,(2).
[9]李克东.数字化学习(上)--信息技术与课程整合的核心[J].电化教育研究,2011,(8);陈品德,李克东.计算机辅助学习(CAL)系统综述[J].电化教育研究,2003,(9);南国农.教育信息化建设的几个理论和实际问题(下)[J].电化教育研究,2002,(12).
[10]黄荣怀,等.论信息化学习方式及其数字资源形态[J].现代远程教育研究,2010,(6).
[11][32]杨宗凯.教育信息化2.0:颠覆与创新[J].中国教育网络,2018,(1).
[12][30][39]杜占元.人工智能与未来教育变革[J].中国国情国力,2018,(1).
[13]洪超,等.新技术下学习科学研究的新动向--访学习科学研究专家Roy Pea教授[J].中国电化教育,2013,(1).
[14]任友群,王觅.新世纪第一个10年中国教育技术学科的国际交往研究[J].现代远程教育研究,2011,(3).
[15]任友群,等.《教育传播与技术研究手册》--翻译始末及给读者的建议[J].中国电化教育,2012,(8);庄玉辉.学习科学的最新拓展--“21世纪人类学习的革命”译丛简介[J].华东师范大学学报(哲学社会科学版),2003,(1).
[16]He K.New Theory of Children's Thinking Development:Application in Language Teaching[M].Springer Singapore,2016;Huang R.,Chen N.S.The New Development of Technology Enhanced Learning[M].Springer,2014;Huang R.,Price J.K.ICTin Education in Global Context[M].Springer Berlin Heidelberg:Imprint:Springer,2016.
[17]吴永和,等.电子课本与电子书包技术标准体系框架的研究[J].华东师范大学学报(自然科学版),2012,(2).
[18]希建华.GCCCE的十年回顾与展望--访全球华人计算机教育应用学会主席陈德怀教授[J].开放教育研究,2006,(4).
[19]南国农.对我国电化教育深入发展的思考[J].中国电化教育,1997,(12).
[20]南国农.面向21世纪的中国电化教育[J].电化教育研究,1996,(3).
[21]冯锐,任友群.学习研究的转向与学习科学的形成[J].电化教育研究,2009,(2).
[22]何克抗.对国内外信息技术与课程整合途径与方法的比较分析[J].中国电化教育,2009,(7).
[23]教育部关于启动实施全国中小学教师教育技术能力建设计划的通知[EB/OL].http://www.moe.gov.cn/s78/A10/moe_631/tnull_10250.html.
[24]赵可云,何克抗.由教育技术学的学科性质谈教育技术学研究[J].现代教育技术,2010,(1).
[25]祝智庭,管珏琪.教育变革中的技术力量[J].中国电化教育,2014,(1).
[26]新一代人工智能发展规划的通知[EB/OL].http://www.gov.cn/zhengce/content/2017-07/20/content_5211996.htm.
[27]南国农.“中国电化教育(教育技术)发展史研究”课题研究情况汇报[J].电化教育研究,2012,(10).
[28]李运林.教育技术学科发展:走进信息化教育--五论信息化教育[J].电化教育研究,2015,(2).
[29]杨超,等.学科发展趋势与跨学科组织模式探究[J].北京教育(高教版),2017,(6).
[31]任友群.为教育信息化2.0时代打CALL[J].半月谈,2017,(24).
[33]Goldin C,Katz L F.The Race between Education and Technology[M].Cambridge:The Belknap Press of Harvard University Press,2010.320-321.
[34]潘云鹤.人工智能2.0与教育的发展[J].中国远程教育,2018,(5).
[35]顾小清,等.大数据时代的教育决策研究:数据的力量与模拟的优势[J].中国电化教育,2016,(1);刘清堂,等.智能教学技术的发展与展望[J].中国电化教育,2016,(6).
[36]朱永新,等.“人工智能与未来教育”笔谈(上)[J].华东师范大学学报(教育科学版),2017,(4);顾小清,等.学习分析:正在浮现中的数据技术[J].远程教育杂志,2012,(1).
[37]Schleicher,A.Schools for 21st-Century Learners:Strong Leaders,Confident Teachers,Innovative Approaches.International Summit on the Teaching Profession[M].Paris:OECD Publishing,2015.
[38]刘勇,等.深度学习技术教育应用:现状和前景[J].开放教育研究,2017,(5).
[40]Klaassen,R.G.Interdisciplinary Education:A Case Study[J].European Journal of Engineering Education,2018,(25).
[41]Ehlen,C.G.J.M.Co-creation of Innovation:Investment with and in Social Capital;Studies on Collaboration Between Education-Industry-Government[M].Diss.,Open University,Printed by Datawyse,Maastricht,2015.
[42]Ostrom,E.A General Framework for Analyzing Sustainability of Social-ecological Systems[J].Science,2009,(5939).
[43]Jacobs,J.,&Frickel,S.Interdisciplinarity:A Critical Assessment[J].Annual Review of Sociology,2009,(1).
[44]MIT Online Education Policy Initiative.Online education:A Catalyst for Higher Education Reforms(Final Report)[EB/OL].https://oepi.mit.edu/sites/default/files/MIT%20Online%20Education%20Policy%20Initiative%20April%202016_0.pdf.
[45]Alvesson,M.,&Sandberg,J.Has Management Studies Lost Its Way?Ideas for More Imaginative and Innovative Research[J].Journal of Management Studies,2013,(1).
[46]Cho,Y.Identifying Interdisciplinary Research Collaboration in Instructional Technology[J].TechTrends,2017,(1).
[47]桑新民,郑旭东.凝聚学科智慧引领专业创新--教育技术学与学习科学基础研究的对话[J].中国电化教育,2011,(6).
[2]刘德亮.我国教育技术学科建设的现状与发展趋势---访北京师范大学黄荣怀教授[J].中国电化教育,2002,(10).
[3]顾小清.从辅助教学到重塑生态:中国教育信息化40年[M].上海:华东师范大学出版社,2018.
[4]南国农.世纪之交,电教者的使命[J].电化教育研究,1998,(1).
[5]何克抗.教学设计理论与方法研究评论(上)[J].电化教育研究,1998,(3).
[6]南国农.解读信息化教育及其五大支柱[J].中小学信息技术教育,2007,(2).
[7]何克抗.建构主义──革新传统教学的理论基础(上)[J].电化教育研究,1997,(4).
[8]李克东.关于多媒体教育应用研究的几个问题[J].中国远程教育,1996,(2).
[9]李克东.数字化学习(上)--信息技术与课程整合的核心[J].电化教育研究,2011,(8);陈品德,李克东.计算机辅助学习(CAL)系统综述[J].电化教育研究,2003,(9);南国农.教育信息化建设的几个理论和实际问题(下)[J].电化教育研究,2002,(12).
[10]黄荣怀,等.论信息化学习方式及其数字资源形态[J].现代远程教育研究,2010,(6).
[11][32]杨宗凯.教育信息化2.0:颠覆与创新[J].中国教育网络,2018,(1).
[12][30][39]杜占元.人工智能与未来教育变革[J].中国国情国力,2018,(1).
[13]洪超,等.新技术下学习科学研究的新动向--访学习科学研究专家Roy Pea教授[J].中国电化教育,2013,(1).
[14]任友群,王觅.新世纪第一个10年中国教育技术学科的国际交往研究[J].现代远程教育研究,2011,(3).
[15]任友群,等.《教育传播与技术研究手册》--翻译始末及给读者的建议[J].中国电化教育,2012,(8);庄玉辉.学习科学的最新拓展--“21世纪人类学习的革命”译丛简介[J].华东师范大学学报(哲学社会科学版),2003,(1).
[16]He K.New Theory of Children's Thinking Development:Application in Language Teaching[M].Springer Singapore,2016;Huang R.,Chen N.S.The New Development of Technology Enhanced Learning[M].Springer,2014;Huang R.,Price J.K.ICTin Education in Global Context[M].Springer Berlin Heidelberg:Imprint:Springer,2016.
[17]吴永和,等.电子课本与电子书包技术标准体系框架的研究[J].华东师范大学学报(自然科学版),2012,(2).
[18]希建华.GCCCE的十年回顾与展望--访全球华人计算机教育应用学会主席陈德怀教授[J].开放教育研究,2006,(4).
[19]南国农.对我国电化教育深入发展的思考[J].中国电化教育,1997,(12).
[20]南国农.面向21世纪的中国电化教育[J].电化教育研究,1996,(3).
[21]冯锐,任友群.学习研究的转向与学习科学的形成[J].电化教育研究,2009,(2).
[22]何克抗.对国内外信息技术与课程整合途径与方法的比较分析[J].中国电化教育,2009,(7).
[23]教育部关于启动实施全国中小学教师教育技术能力建设计划的通知[EB/OL].http://www.moe.gov.cn/s78/A10/moe_631/tnull_10250.html.
[24]赵可云,何克抗.由教育技术学的学科性质谈教育技术学研究[J].现代教育技术,2010,(1).
[25]祝智庭,管珏琪.教育变革中的技术力量[J].中国电化教育,2014,(1).
[26]新一代人工智能发展规划的通知[EB/OL].http://www.gov.cn/zhengce/content/2017-07/20/content_5211996.htm.
[27]南国农.“中国电化教育(教育技术)发展史研究”课题研究情况汇报[J].电化教育研究,2012,(10).
[28]李运林.教育技术学科发展:走进信息化教育--五论信息化教育[J].电化教育研究,2015,(2).
[29]杨超,等.学科发展趋势与跨学科组织模式探究[J].北京教育(高教版),2017,(6).
[31]任友群.为教育信息化2.0时代打CALL[J].半月谈,2017,(24).
[33]Goldin C,Katz L F.The Race between Education and Technology[M].Cambridge:The Belknap Press of Harvard University Press,2010.320-321.
[34]潘云鹤.人工智能2.0与教育的发展[J].中国远程教育,2018,(5).
[35]顾小清,等.大数据时代的教育决策研究:数据的力量与模拟的优势[J].中国电化教育,2016,(1);刘清堂,等.智能教学技术的发展与展望[J].中国电化教育,2016,(6).
[36]朱永新,等.“人工智能与未来教育”笔谈(上)[J].华东师范大学学报(教育科学版),2017,(4);顾小清,等.学习分析:正在浮现中的数据技术[J].远程教育杂志,2012,(1).
[37]Schleicher,A.Schools for 21st-Century Learners:Strong Leaders,Confident Teachers,Innovative Approaches.International Summit on the Teaching Profession[M].Paris:OECD Publishing,2015.
[38]刘勇,等.深度学习技术教育应用:现状和前景[J].开放教育研究,2017,(5).
[40]Klaassen,R.G.Interdisciplinary Education:A Case Study[J].European Journal of Engineering Education,2018,(25).
[41]Ehlen,C.G.J.M.Co-creation of Innovation:Investment with and in Social Capital;Studies on Collaboration Between Education-Industry-Government[M].Diss.,Open University,Printed by Datawyse,Maastricht,2015.
[42]Ostrom,E.A General Framework for Analyzing Sustainability of Social-ecological Systems[J].Science,2009,(5939).
[43]Jacobs,J.,&Frickel,S.Interdisciplinarity:A Critical Assessment[J].Annual Review of Sociology,2009,(1).
[44]MIT Online Education Policy Initiative.Online education:A Catalyst for Higher Education Reforms(Final Report)[EB/OL].https://oepi.mit.edu/sites/default/files/MIT%20Online%20Education%20Policy%20Initiative%20April%202016_0.pdf.
[45]Alvesson,M.,&Sandberg,J.Has Management Studies Lost Its Way?Ideas for More Imaginative and Innovative Research[J].Journal of Management Studies,2013,(1).
[46]Cho,Y.Identifying Interdisciplinary Research Collaboration in Instructional Technology[J].TechTrends,2017,(1).
[47]桑新民,郑旭东.凝聚学科智慧引领专业创新--教育技术学与学习科学基础研究的对话[J].中国电化教育,2011,(6).