【摘要】：現(xiàn)代科技的飛速發(fā)展為教育技術(shù)的發(fā)展帶來了機遇和挑戰(zhàn)�？茖W(xué)技術(shù)不斷向社會各領(lǐng)域滲透、教育逐漸科學(xué)化,在這樣的社會背景下催生了教育技術(shù),它已成為一個新興學(xué)科領(lǐng)域。2005年美國AECT再次對教育技術(shù)進(jìn)行了重新定義,這標(biāo)志著教育技術(shù)作為有一定理論和實踐的獨立學(xué)科的確立。系統(tǒng)的教育技術(shù)產(chǎn)生以后,對教育的各個領(lǐng)域產(chǎn)生了重要的影響,促進(jìn)了教育中各種技術(shù)的物理性能發(fā)生了根本性的變化。然而,教育技術(shù)更深層次的發(fā)展卻遠(yuǎn)遠(yuǎn)沒達(dá)到人們對其在教育中所應(yīng)發(fā)揮的作用的期望,即強烈的實踐性并不意味著必然的高效的教育活動的產(chǎn)生。 對國內(nèi)外相關(guān)研究分析表明,教育技術(shù)基礎(chǔ)理論研究的落后已經(jīng)制約了我國教育技術(shù)的縱深發(fā)展。教育技術(shù)基礎(chǔ)理論研究主要包括三個部分,一是關(guān)于哲學(xué)層面的研究,二是關(guān)于科學(xué)層面的研究,三是關(guān)于技術(shù)層面的研究。對哲學(xué)理論的研究尤為缺乏,如人文精神、道德倫理等。鑒于此,本文結(jié)合教育技術(shù)產(chǎn)生與發(fā)展的時代背景,以教育、技術(shù)、人的關(guān)系為理論基點,反思教育技術(shù)人文精神的缺失,從技術(shù)“理性”的角度闡釋技術(shù)的“座架”本質(zhì),從而對“技術(shù)-媒體”觀進(jìn)行批判反思;繼而從媒體延伸、語言控制思維、網(wǎng)絡(luò)、認(rèn)識思維模式、虛擬現(xiàn)實五個視角對“技術(shù)-人”的關(guān)系進(jìn)行批判反思。立足于信息化時代數(shù)字化生存的全新背景,提出數(shù)字化思維,它承載著人文視域中個體間的社會責(zé)任感以及個體與社會間的社會道德感,以人為本是教育技術(shù)人文精神內(nèi)涵重構(gòu)的集中體現(xiàn);同時,在信息化時代超越時空域的另一全新背景的分析下,提出技術(shù)與教育的融合發(fā)展,以教育為本是教育技術(shù)人文精神內(nèi)涵重構(gòu)的重要表現(xiàn)。 重構(gòu)教育技術(shù)人文精神的內(nèi)涵,弘揚具有時代特征的民族人文精神,以此整合、平衡信息化時代教育技術(shù)的發(fā)展與人的發(fā)展的關(guān)系,并以人文精神引領(lǐng)教育技術(shù)的正確發(fā)展方向、指導(dǎo)其科學(xué)實踐,以促進(jìn)現(xiàn)代教育技術(shù)更快速更健康地發(fā)展。
[Abstract]:The rapid development of modern science and technology brings opportunities and challenges to the development of educational technology. Science and technology continue to infiltrate into various fields of society, and education becomes more and more scientific. Under this social background, educational technology has become a new subject field. In 2005, the United States AECT redefined educational technology. This marks the establishment of educational technology as an independent subject with certain theory and practice. After the emergence of systematic educational technology, it has had an important impact on all fields of education, and promoted the fundamental changes in the physical properties of various technologies in education. However, the deeper development of educational technology falls far short of people's expectation that it should play a role in education, that is, strong practicality does not necessarily mean the emergence of efficient educational activities. The analysis of relevant research at home and abroad shows that the backwardness of the basic theory of educational technology has restricted the deep development of educational technology in China. The research on the basic theory of educational technology includes three parts: one is about philosophy, the other is about science, and the third is about technology. The study of philosophical theory is especially lacking, such as humanistic spirit, moral ethics and so on. In view of this, this paper combines the background of the generation and development of educational technology, taking the relationship among education, technology and human as the theoretical basis, reflects on the lack of humanistic spirit of educational technology, and explains the nature of the "seat frame" of technology from the point of view of "rationality" of technology. From the view of media extension, language control, network, cognitive mode of thinking, virtual reality, the relationship between technology and human is critically reconsidered from five perspectives: media extension, language control thinking, network, cognitive mode of thinking and virtual reality. Based on the new background of digital existence in the information age, this paper puts forward the digitized thinking, which bears the sense of social responsibility among individuals and the sense of social morality between individuals and society in the humanistic field. People-oriented is the concentrated embodiment of the connotation reconstruction of the humanistic spirit of educational technology, at the same time, under the analysis of another brand-new background of transcending the space-time domain in the information age, this paper puts forward the fusion development of technology and education. Taking education as the basis is the important manifestation of connotation reconstruction of humanistic spirit of educational technology. Reconstructing the connotation of the humanistic spirit of educational technology, carrying forward the national humanistic spirit with the characteristics of the times, integrating it and balancing the relationship between the development of educational technology and the development of human beings in the information age, In order to promote the rapid and healthy development of modern educational technology, the humanistic spirit leads the correct development direction of educational technology and guides its scientific practice.
【學(xué)位授予單位】：廣西師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2010
【分類號】：G40-057

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 閆廣軍;網(wǎng)絡(luò)信息技術(shù)的負(fù)面效應(yīng)[J];滄州師范專科學(xué)校學(xué)報;2003年01期

2 喬立恭;人文學(xué)科還是理化技術(shù)——關(guān)于教育技術(shù)學(xué)哲學(xué)基礎(chǔ)的思考[J];電化教育研究;1999年04期

3 李冰,謝百治;現(xiàn)代教育技術(shù)與人文精神實現(xiàn)[J];電化教育研究;2000年10期

4 朱京曦;;論人文技術(shù)哲學(xué)視野下的教育技術(shù)觀[J];電化教育研究;2007年05期

5 何克抗;論現(xiàn)代教育技術(shù)與教育深化改革(上)——關(guān)于ME命題的論證[J];電化教育研究;1999年01期

6 李克東;知識經(jīng)濟(jì)與現(xiàn)代教育技術(shù)的發(fā)展[J];電化教育研究;1999年01期

7 李康;從行為主義到人本主義——論學(xué)習(xí)理論對CAI課件設(shè)計的影響[J];電化教育研究;1999年02期

8 徐敬怡;技術(shù)統(tǒng)治論淺析[J];哈爾濱工業(yè)大學(xué)學(xué)報(社會科學(xué)版);2001年03期

9 徐方亮;;認(rèn)知心理學(xué)理論在多媒體課件設(shè)計中的作用[J];當(dāng)代教育論壇(宏觀教育研究);2007年08期

10 李芒;關(guān)于教育技術(shù)的哲學(xué)思考[J];教育研究;1998年07期

，

本文編號：2146646