教育技术学科“厚基础+精技能”人才培养体系的研究与实践
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摘要
为了因应社会对大批教育信息化人才的新需求,立足专业上好立德树人关键课的新要求,教育技术学科必须强化以深厚文化基础为先、以精湛业务技能为重的人才培养理念,推动模式变革、体系重构,从而引领教育现代化新发展。该文在清晰定义了"厚基础+精技能"人才培养的目标、内涵与定位的基础上,以曲阜师范大学传媒学院教育技术学学科为例,以"三层面五模块"课程教学体系为载体,以优化的教师队伍为主体,以符合伦理规范的"教育虚拟社区"为技术支撑,以混合式教学为主打模式,以"校(地、企、政)"合作为实践平台,以教育大数据为基础的多元评价体系为保障,经过2年多的方案设计、论证、体系构建和多年实践检验,构建出了面向信息化、社会化和国际化的教育技术学学科"厚基础+精技能"人才培养体系,不仅培养了大批教育信息化人才,也为我国教育技术学学科发展和人才培养提供可资借鉴的路径与方法。
In order to respond to the new demands of the society for a large number of educational informatization talents, and to meet the new requirements of conducting moral education based on specialized field, the discipline of education technology must strengthen the concept of talent cultivation with the deep cultural foundation as the first and the exquisite business skills as the most important, promote model reform and system reconstruction, and lead the new development of education modernization. On the basis of clearly defining the goal, connotation and orientation of "the thick foundation + fine skills training", this paper takes the educational technology discipline of Qufu Normal University as an example. Taking the "three-level and five-module" course teaching system as the carrier, based on an optimized team of teachers, supported by an ethical "educational virtual community", in the mixed teaching mode, taking the "school(region, enterprise, government)" cooperation as a practical platform, and guaranteed by a multievaluation system based on educational big data. After more than two years of program design, demonstration, system construction and years of practice testing, the training system of "thick foundation + fine skills" for educational technology disciplines oriented to informationization, socialization and internationalization has been constructed. The system not only cultivates a large number of educational informatization talents, but also provides a path and method for the development of educational technology disciplines and talent cultivation in China.
In order to respond to the new demands of the society for a large number of educational informatization talents, and to meet the new requirements of conducting moral education based on specialized field, the discipline of education technology must strengthen the concept of talent cultivation with the deep cultural foundation as the first and the exquisite business skills as the most important, promote model reform and system reconstruction, and lead the new development of education modernization. On the basis of clearly defining the goal, connotation and orientation of "the thick foundation + fine skills training", this paper takes the educational technology discipline of Qufu Normal University as an example. Taking the "three-level and five-module" course teaching system as the carrier, based on an optimized team of teachers, supported by an ethical "educational virtual community", in the mixed teaching mode, taking the "school(region, enterprise, government)" cooperation as a practical platform, and guaranteed by a multievaluation system based on educational big data. After more than two years of program design, demonstration, system construction and years of practice testing, the training system of "thick foundation + fine skills" for educational technology disciplines oriented to informationization, socialization and internationalization has been constructed. The system not only cultivates a large number of educational informatization talents, but also provides a path and method for the development of educational technology disciplines and talent cultivation in China.
引文
[1]安涛,李艺.教育技术学的“学科”与“跨学科”发展[J].电化教育研究,2015,(6):9-15.
[2]杨九民,梁林梅.教育技术学本科专业发展现状及改进对策研究[J].电化教育研究,2015,(7):98-103.
[3]刘和海,饶红.我国师范院校教育技术学学科建设:现状与反思[J].中国电化教育,2015,(6):31-41.
[4]徐福荫,黄慕雄等.创建“三位一体”实践教学体系,促进教育技术学专业实践创新人才培养[J].电化教育研究,2008,(10):39-42,47.
[5]张文兰,佀新学.“多层次、综合化实验教学体系”促进数字传媒技术实践创新人才培养的研究与实践[J].电化教育研究,2011,(4):96-100.
[6]王健,李玉斌.教育技术学专业人才实践能力培养研究[J].电化教育研究,2012,(6):117-120.
[7]孙立会,葛兴蕾等.教育技术学科“U—E—S”人才培养模式探讨——供给侧改革视角[J].中国电化教育,2018,(3):53-59.
[8]陈明选,苏珊.STEAM教育视角下教育技术学人才培养的思考[J].电化教育研究,2019,(3):27-32.
[9]任友群,顾小清.教育技术学:学科发展之问与答[J].教育研究,2019,(1):141-152.
[10]安涛,周进等.从“知识”到“思维”:教育技术学发展的学科转向[J].电化教育研究,2018,39(9):17-21.
[11]智慧融合协同创新——中国教育信息化产业技术创新战略联盟CEIIA(简称联盟)成立大会暨“互联网+”时代的教育信息技术与教育变革研讨会在穗举行[J].中国电化教育,2015,(6):85.
[12]梁琪,滕涛等.基于混合式学习理论的中小学教师信息化教学能力培养模式研究[J].电化教育研究,2012,33(12):115-120.
[13]张洪孟,胡凡刚等.教育虚拟社区伦理失范的归因分析及应对[J].中国电化教育,2014,(4):63-70.
[14]胡凡刚,高翠等.教育虚拟社区伦理对社区交互影响的实证分析[J].电化教育研究,2017,38(5):59-63.
[2]杨九民,梁林梅.教育技术学本科专业发展现状及改进对策研究[J].电化教育研究,2015,(7):98-103.
[3]刘和海,饶红.我国师范院校教育技术学学科建设:现状与反思[J].中国电化教育,2015,(6):31-41.
[4]徐福荫,黄慕雄等.创建“三位一体”实践教学体系,促进教育技术学专业实践创新人才培养[J].电化教育研究,2008,(10):39-42,47.
[5]张文兰,佀新学.“多层次、综合化实验教学体系”促进数字传媒技术实践创新人才培养的研究与实践[J].电化教育研究,2011,(4):96-100.
[6]王健,李玉斌.教育技术学专业人才实践能力培养研究[J].电化教育研究,2012,(6):117-120.
[7]孙立会,葛兴蕾等.教育技术学科“U—E—S”人才培养模式探讨——供给侧改革视角[J].中国电化教育,2018,(3):53-59.
[8]陈明选,苏珊.STEAM教育视角下教育技术学人才培养的思考[J].电化教育研究,2019,(3):27-32.
[9]任友群,顾小清.教育技术学:学科发展之问与答[J].教育研究,2019,(1):141-152.
[10]安涛,周进等.从“知识”到“思维”:教育技术学发展的学科转向[J].电化教育研究,2018,39(9):17-21.
[11]智慧融合协同创新——中国教育信息化产业技术创新战略联盟CEIIA(简称联盟)成立大会暨“互联网+”时代的教育信息技术与教育变革研讨会在穗举行[J].中国电化教育,2015,(6):85.
[12]梁琪,滕涛等.基于混合式学习理论的中小学教师信息化教学能力培养模式研究[J].电化教育研究,2012,33(12):115-120.
[13]张洪孟,胡凡刚等.教育虚拟社区伦理失范的归因分析及应对[J].中国电化教育,2014,(4):63-70.
[14]胡凡刚,高翠等.教育虚拟社区伦理对社区交互影响的实证分析[J].电化教育研究,2017,38(5):59-63.