【摘要】： 在我國(guó),教育技術(shù)學(xué)科確立以來,學(xué)科理論體系建設(shè)成為了本學(xué)科研究的一項(xiàng)重要任務(wù)。近年來,研究對(duì)象、研究方法、學(xué)科定位、領(lǐng)域范疇等一系列基本理論問題,一直是教育技術(shù)學(xué)界反復(fù)討論的焦點(diǎn),這反映了教育技術(shù)學(xué)還是一個(gè)尚不成熟的學(xué)科。由于教育技術(shù)學(xué)研究中諸多問題的突顯,教育技術(shù)學(xué)科感受到危機(jī)的出現(xiàn),許多研究者通過比較研究、實(shí)證研究、邏輯推演等多種方法對(duì)這些問題進(jìn)行了深入的反思。本文以教育技術(shù)學(xué)身份危機(jī)為切入點(diǎn),探討了當(dāng)前教育技術(shù)學(xué)的危機(jī)的表征、產(chǎn)生原因,以及可能的消解策略。本文主要采用了概念分析、文獻(xiàn)對(duì)比、問題與對(duì)策相結(jié)合等方法。 引言部分主要論述了本研究的背景、國(guó)內(nèi)外的研究現(xiàn)狀以及所要解決的問題和意義。 第一章簡(jiǎn)要闡述了身份與身份危機(jī)的概念,指出身份就是一個(gè)個(gè)體所有的關(guān)于他這種人是其所是的意識(shí);身份危機(jī)意味著一種身體平衡狀態(tài)的打破,身份的建構(gòu)或重建成為強(qiáng)烈意識(shí)。身份和身份危機(jī)已被置于一系列急迫的理論論爭(zhēng)的核心地位,不僅提供了對(duì)那些處于夾縫中和面臨危機(jī)感的個(gè)人和群體最好的觀察方式,而且成為這樣的個(gè)人和群體在信息技術(shù)和全球化影響下確立身份、堅(jiān)定立場(chǎng)的重要依據(jù)。 第二章從身份危機(jī)的視角,通過對(duì)教育技術(shù)學(xué)身份危機(jī)的演化、表征進(jìn)行系統(tǒng)梳理,將教育技術(shù)學(xué)身份危機(jī)分為內(nèi)在危機(jī)和學(xué)科危機(jī),并以美國(guó)教育技術(shù)范式演化的歷史為主要脈絡(luò)考察了教育技術(shù)學(xué)的內(nèi)在危機(jī),而從我國(guó)教育技術(shù)學(xué)科的現(xiàn)狀考察了學(xué)科危機(jī)。 第三章從教育技術(shù)學(xué)的核心危機(jī)出發(fā),探討了消解教育技術(shù)學(xué)身份危機(jī)的策略、方法。要消解教育技術(shù)學(xué)的身份危機(jī),必須從教育技術(shù)學(xué)的學(xué)科特性和本質(zhì)屬性入手,重新理解和構(gòu)建教育技術(shù)學(xué)的身份,本文認(rèn)為通過對(duì)教育技術(shù)學(xué)的交叉學(xué)科特性和技術(shù)本性的深刻認(rèn)識(shí),是達(dá)此目的的一條可能途徑。教育技術(shù)學(xué)是一個(gè)交叉學(xué)科,決定了對(duì)教育技術(shù)學(xué)科的認(rèn)識(shí)應(yīng)當(dāng)從交叉學(xué)科的角度來認(rèn)識(shí),教育技術(shù)學(xué)的研究應(yīng)當(dāng)采用跨學(xué)科研究的方法進(jìn)行。采用傳統(tǒng)獨(dú)立學(xué)科的思維方式和方法來處理教育技術(shù)學(xué)科建設(shè),無疑會(huì)遇到巨大障礙,教育技術(shù)學(xué)科建設(shè)過程中所暴露出的種種問題、困境和危機(jī)就是明證。所以本文認(rèn)為教育技術(shù)學(xué)跨學(xué)科研究的方法和途徑,對(duì)消解教育技術(shù)學(xué)科身份危機(jī)是有幫助的。最后,本文通過對(duì)教育技術(shù)的技術(shù)形態(tài)的分析,認(rèn)為教育技術(shù)具有工具論與本體論的雙重身份,教育技術(shù)學(xué)的學(xué)科獨(dú)立性在于其以教育技術(shù)設(shè)計(jì)和應(yīng)用為核心。
[Abstract]:Since the establishment of the subject of educational technology in China, the construction of the discipline theory system has become an important task of the subject research. In recent years, a series of basic theoretical issues, such as research object, research method, subject orientation and domain category, have been the focus of repeated discussion in the field of educational technology, which reflects that educational technology is still an immature subject. Due to the prominence of many problems in the research of educational technology and the emergence of the crisis in the subject of educational technology, many researchers deeply reflect on these problems through comparative research, empirical research, logical deduction and other methods. Based on the identity crisis of educational technology, this paper probes into the representation of the crisis of educational technology, the causes of its emergence, and the possible strategies for its resolution. This article mainly uses the concept analysis, the literature contrast, the question and the countermeasure union and so on method. The introduction mainly discusses the background of this study, the current research situation at home and abroad, and the problems and significance to be solved. The first chapter briefly expounds the concept of identity and identity crisis, and points out that identity is an individual's consciousness of what he is and that identity crisis means the breaking of a state of physical balance. The construction or reconstruction of identity becomes a strong consciousness. Identity and identity crises have been placed at the heart of a series of urgent theoretical debates that not only provide the best way to observe individuals and groups who are in the middle of the gap and are faced with a sense of crisis, It also serves as an important basis for such individuals and groups to establish their identity and stand firm under the influence of information technology and globalization. From the perspective of identity crisis, the second chapter systematically combs the evolution and representation of identity crisis of educational technology, and divides it into internal crisis and discipline crisis. Taking the history of the evolution of American educational technology paradigm as the main context, this paper examines the internal crisis of educational technology, and examines the discipline crisis from the current situation of educational technology in China. The third chapter discusses the strategies and methods of resolving the identity crisis of educational technology from the core crisis of educational technology. In order to resolve the identity crisis of educational technology, it is necessary to re-understand and construct the identity of educational technology from the perspective of its subject characteristics and essential attributes. This paper holds that it is a possible way to achieve this goal through a deep understanding of the interdisciplinary characteristics and technical nature of educational technology. Educational technology is an interdisciplinary subject, which determines that the knowledge of educational technology should be understood from the perspective of cross-discipline, and the research of educational technology should be carried out by means of interdisciplinary research. Using the thinking mode and method of traditional independent discipline to deal with the construction of educational technology subject will undoubtedly meet with great obstacles. The problems exposed in the course of the construction of educational technology subject are clearly proved by the predicament and crisis. Therefore, this paper holds that the methods and approaches of cross-disciplinary research in educational technology are helpful to resolve the identity crisis of educational technology. Finally, through the analysis of the technological form of educational technology, the author holds that educational technology has the dual identity of instrumentalism and ontology, and the independence of the subject of educational technology lies in its core in the design and application of educational technology.
【學(xué)位授予單位】：河南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：G40-057

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

1 劉麗紅;教育技術(shù)學(xué)專業(yè)本科生創(chuàng)業(yè)能力培養(yǎng)對(duì)策研究[D];徐州師范大學(xué);2011年

2 李小娟;基于設(shè)計(jì)的云服務(wù)有效支持課堂教學(xué)的研究[D];河南師范大學(xué);2011年

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本文編號(hào)：2198689