本文關(guān)鍵詞： 國家教育技術(shù)計(jì)劃 教育技術(shù) 政策文本分析　出處：《中國電化教育》2017年02期 　論文類型：期刊論文

【摘要】：國家教育技術(shù)計(jì)劃在美國已推行二十年、歷經(jīng)五個(gè)版本,在美國教育的發(fā)展與改革中發(fā)揮了重大導(dǎo)向作用。該文主要采用文件屬性計(jì)量分析、話語分析和內(nèi)容定量分析等政策文本分析方法,探究美國國家教育技術(shù)計(jì)劃各版本之間的差異與聯(lián)系,發(fā)掘其歷史變遷軌跡。研究表明,美國國家教育技術(shù)計(jì)劃的主題受到總統(tǒng)教育理念、教育技術(shù)辦公室負(fù)責(zé)人觀念、法律政策變更等因素影響�？蚣茏兓憩F(xiàn)為由技術(shù)時(shí)代問題解決轉(zhuǎn)向國家教育行動(dòng)綱領(lǐng)。內(nèi)容變化表現(xiàn)為五點(diǎn):一是設(shè)計(jì)范疇在學(xué)習(xí)者視角下從技術(shù)實(shí)踐到績效改進(jìn);二是開發(fā)范疇在技術(shù)支持下從加深知識(shí)理解到提供真實(shí)學(xué)習(xí)體驗(yàn);三是利用范疇在法律與政策約束下從多媒體教學(xué)到富技術(shù)混合學(xué)習(xí);四是管理范疇在頂層設(shè)計(jì)框架下從教育生產(chǎn)力提升到教育領(lǐng)導(dǎo)力革新;五是評(píng)價(jià)范疇在技術(shù)與標(biāo)準(zhǔn)推動(dòng)下從紙筆總結(jié)性評(píng)價(jià)到數(shù)字過程性評(píng)價(jià)。
[Abstract]:The National Educational Technology Program has been implemented in the United States for 20 years and has undergone five versions. It has played an important guiding role in the development and reform of education in the United States. Discourse analysis and quantitative analysis of content and other policy text analysis methods, to explore the differences and links between the various versions of the National Educational Technology Plan of the United States, to explore the track of its historical changes. The theme of the National Educational Technology Program of the United States is the concept of the President's education concept, the concept of the head of the Office of Educational Technology, The change of framework is represented by the transition from problem solving in the technological era to the national educational action program. The content changes are as follows: first, the scope of design changes from technical practice to performance improvement from the perspective of learners; The second is to develop the category from deepening the knowledge understanding to providing the real learning experience with the technical support, the third is to use the category under the restriction of law and policy from the multimedia teaching to the rich technology mixed learning; Fourth, management category is promoted from educational productivity to educational leadership innovation under the framework of top-level design; fifthly, evaluation category is promoted by technology and standards from paper and pen summation evaluation to digital process evaluation.
【作者單位】： 安徽師范大學(xué)教育科學(xué)學(xué)院;
【基金】：安徽省哲學(xué)社會(huì)科學(xué)規(guī)劃項(xiàng)目“區(qū)域基礎(chǔ)教育信息化均衡發(fā)展政策研究”(項(xiàng)目編號(hào):AHSK11-2D147) 安徽省高校優(yōu)秀青年人才支持計(jì)劃重點(diǎn)項(xiàng)目(項(xiàng)目編號(hào):gxyq ZD2016016) 安徽省教育科學(xué)規(guī)劃項(xiàng)目“基于Web2.0的教育信息資源建設(shè)研究”(項(xiàng)目編號(hào):JG11019)研究成果
【分類號(hào)】：G434;G571.2
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本文編號(hào)：1531087