【摘要】：隨著社會(huì)的發(fā)展,技術(shù)的進(jìn)步,越來(lái)越多的技術(shù)融入到了人們的生活中,使得人類的生存與發(fā)展已與技術(shù)不可分割。隨著技術(shù)應(yīng)用范圍的擴(kuò)大,在高等教育(特指:全日制大學(xué)教育)中也采用了大量的現(xiàn)代教育技術(shù)手段。高等教育中技術(shù)的使用促進(jìn)教育現(xiàn)代化的發(fā)展,改變了傳統(tǒng)的教學(xué)方式,推動(dòng)了教學(xué)方法的多樣化,方便了師生之間的相互交流與溝通,同時(shí)也帶來(lái)了技術(shù)異化現(xiàn)象。19世紀(jì)中期,馬克思提出了勞動(dòng)異化理論和金錢拜物教,認(rèn)為私有制是造成異化的根本原因。20世紀(jì)中期,馬爾庫(kù)塞在馬克思異化理論的基礎(chǔ)上,提出了科技異化。馬爾庫(kù)塞認(rèn)為科技的發(fā)展導(dǎo)致極權(quán)主義社會(huì),馬爾庫(kù)塞認(rèn)為科學(xué)技術(shù)的發(fā)展支配了人的意識(shí),對(duì)科學(xué)技術(shù)持一種否定的態(tài)度。芬伯格對(duì)馬爾庫(kù)塞的理論進(jìn)行了批判揚(yáng)棄,認(rèn)為技術(shù)在社會(huì)中的發(fā)展具有積極因素,對(duì)技術(shù)進(jìn)行了選擇性的批判,提出了技術(shù)批判理論。本文以馬克思的異化理論、馬爾庫(kù)塞的技術(shù)異化理論,以及芬伯格的技術(shù)批判理論為基礎(chǔ),結(jié)合我國(guó)高等教育的技術(shù)使用現(xiàn)狀,通過(guò)文獻(xiàn)研究法和歸納法提出我國(guó)高等教育中的技術(shù)異化現(xiàn)象主要包括以下幾方面:教師對(duì)多媒體技術(shù)的依賴、網(wǎng)絡(luò)教學(xué)對(duì)教師的替代、電子監(jiān)控設(shè)備對(duì)人的過(guò)度監(jiān)督、學(xué)生對(duì)手機(jī)的過(guò)度依賴、電腦的使用導(dǎo)致一種懶惰式的學(xué)習(xí)模式。并從人的角度,教育的角度和技術(shù)的角度分析了技術(shù)異化現(xiàn)象產(chǎn)生的原因。提出了解決技術(shù)異化現(xiàn)象的具體對(duì)策:注重人的主體性,合理使用技術(shù);運(yùn)用次級(jí)工具化理論解決高等教育中的技術(shù)異化現(xiàn)象;注重技術(shù)本質(zhì)觀的體現(xiàn);用揚(yáng)棄的態(tài)度對(duì)待高等教育中的技術(shù)使用;倡導(dǎo)技術(shù)民主化思想;重塑高等教育中的價(jià)值理性。本文通過(guò)對(duì)高等教育技術(shù)異化問(wèn)題的研究,希望人們能夠在使用技術(shù)帶來(lái)方便的同時(shí),結(jié)合高等教育的本來(lái)目的,使技術(shù)的應(yīng)用符合高等教育的目的,同時(shí)促進(jìn)技術(shù)的合理利用、教育現(xiàn)代化的發(fā)展以及人的全面發(fā)展。
[Abstract]:With the development of society and the progress of technology, more and more technologies have been integrated into people's lives, which makes the survival and development of human beings inseparable from technology. With the expansion of the scope of technology application, a large number of modern educational technology means have been used in higher education (especially full-time university education). The use of technology in higher education promotes the development of educational modernization, changes the traditional teaching methods, promotes the diversification of teaching methods, and facilitates the exchange and communication between teachers and students. At the same time, it also brought about the phenomenon of technological alienation. In the mid-19th century, Marx put forward the theory of labor alienation and money fetishism, believing that private ownership is the root cause of alienation. In the middle of the 20th century, Marcuse was on the basis of Marx's alienation theory. The alienation of science and technology is put forward. Marcuse believes that the development of science and technology leads to totalitarian society. Marcuse believes that the development of science and technology dominates human consciousness and holds a negative attitude towards science and technology. Finberg criticizes Marcuse's theory, holds that the development of technology in society has positive factors, criticizes technology selectively, and puts forward the theory of technology criticism. This paper is based on Marx's alienation theory, Marcuse's technology alienation theory and Feinberg's technology criticism theory, combined with the present situation of technology use in higher education in our country. Through the method of literature research and induction, this paper puts forward that the phenomenon of technological alienation in higher education in our country mainly includes the following aspects: teachers' dependence on multimedia technology, the substitution of network teaching to teachers, and the excessive supervision of electronic monitoring equipment to people. Students' excessive dependence on mobile phones and the use of computers lead to a lazy learning model. From the point of view of human beings, education and technology, this paper analyzes the causes of technological alienation. This paper puts forward some concrete countermeasures to solve the phenomenon of technological alienation: paying attention to the subjectivity of human beings and the rational use of technology; using the theory of secondary instrumentalization to solve the phenomenon of technological alienation in higher education; paying attention to the embodiment of the view of technological essence; To treat the use of technology in higher education with the attitude of sublation; to advocate the thought of democratization of technology; and to reshape the rationality of value in higher education. Through the study of the alienation of higher education technology, this paper hopes that people can combine the original purpose of higher education with the convenience of using technology, so that the application of technology can be in line with the purpose of higher education. At the same time, promote the rational use of technology, the development of educational modernization and the all-round development of human beings.
【學(xué)位授予單位】：西安建筑科技大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G649.2;B089.1

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本文編號(hào)：2492952