【摘要】： 我國基礎教育信息化始于上世紀80年代，至今已有二十多年的發(fā)展歷史。進入本世紀以來，教育信息化呈現快速發(fā)展的態(tài)勢，無論是研究文獻，還是投資總額，都在高速增長。當前，在繁榮的背后，教育信息化理論也存在難以克服的問題，如信息技術深層次融入教育的問題。 筆者認為，在技術學視角下，教育信息化研究主要關注教學軟件、教育教學信息系統(tǒng)、信息化教學模式等技術層面的問題，而對于信息技術條件下的教學原理／學習理論的變革關注不多，對于人在數字虛擬世界的異化問題也不太關心。因此，當前教育信息化的困境，其根源在于技術學視角的局限。 本文在對我國基礎教育信息化二十多年發(fā)展歷史梳理后認為，當前的教育信息化研究主要關注教育中與信息技術相關的學習資源和學習過程的設計、開發(fā)、管理、利用等技術問題，隱含在這種研究的背后，是一種技術學視角。 技術學視角下的教育信息化研究的特點是：教育信息化目的是提高教育活動的效率；本質是信息技術作為工具在教育中應用；研究價值取向是“技術中心論”；研究對象是與信息技術相關的學習資源和學習過程的設計、開發(fā)和應用模式研究。 教育是有意識的以影響人的身心發(fā)展為直接目標的社會活動，教育學就是研究怎么樣使人成為能夠自主、自強、自立的人，即如何成人的學問。信息技術融入到教育之中，核心就是信息技術條件下如何成人的問題。因此，教育信息化研究必須超越技術學視角，轉而從信息技術與人的生命發(fā)展這個維度來思考教育信息化，，這就是教育信息化研究的教育學視角。 在教育學視角看來，教育信息化的本質，是數字虛擬世界中人的生命成長，即數字虛擬世界的教育，它包括三個層面的研究，一是哲學層面，研究信息技術環(huán)境中的人的生存、道德等問題；二是科學層面，研究信息技術條件下的課程、教學／學習、評價等教育理論問題；三是實踐層面，研究信息技術條件下的課堂教學模式、教學評價模式等。
[Abstract]:China's basic education informatization began in the 1980s, has more than 20 years of development history. Since the beginning of this century, educational informatization has been developing rapidly. Both the research literature and the total investment are growing at a high speed. At present, behind the prosperity, the theory of educational informatization also has some difficult problems, such as the deep integration of information technology into education. The author thinks that from the angle of technology, the research of educational informatization mainly pays attention to the technical problems of teaching software, educational information system, information teaching mode and so on. However, little attention has been paid to the reform of teaching principle / learning theory under the condition of information technology, and the alienation of human beings in the digital virtual world is not much concerned. Therefore, the predicament of educational informatization lies in the limitation of technology perspective. After combing the development history of basic education informatization in our country for more than 20 years, this paper thinks that the current research on educational informatization is mainly concerned with the design, development and management of learning resources and learning processes related to information technology in education. Technical problems, such as utilization, are hidden behind this kind of research, and are a kind of technical angle of view. The characteristics of educational informatization research from the perspective of technology are as follows: the purpose of educational informatization is to improve the efficiency of educational activities, the essence is the application of information technology as a tool in education, the research value orientation is "technology-centered theory", and the research value orientation is "technology-centered theory". The research object is the design, development and application mode of learning resources and learning process related to information technology. Education is a conscious social activity with the direct goal of influencing people's physical and mental development. Pedagogy is to study how to make people become independent, self-reliant and self-reliant people, that is, how to learn how to grow up. The core of the integration of information technology into education is the problem of how to grow up under the condition of information technology. Therefore, the study of educational informatization must go beyond the perspective of technology and think about educational informatization from the perspective of information technology and human life development, which is the pedagogical perspective of educational informatization research. From the perspective of pedagogy, the essence of educational informatization is the growth of human life in the digital virtual world, that is, the education of the digital virtual world. It includes three levels of research, one is the philosophical level, the study of the survival of human beings in the information technology environment. Morality and other issues; The second is to study the curriculum, teaching / learning, evaluation and other educational theoretical issues under the condition of information technology, and the other is to study the classroom teaching mode and teaching evaluation mode under the condition of information technology on the practical level.
【學位授予單位】：華東師范大學
【學位級別】：博士
【學位授予年份】：2007
【分類號】：G434

【相似文獻】

相關期刊論文 前10條

1 馬德四;蔣鳴和;;試論基礎教育信息化的形態(tài)[J];教育發(fā)展研究;2007年06期

2 ;[J];;年期

3 ;[J];;年期

4 ;[J];;年期

5 ;[J];;年期

6 ;[J];;年期

7 ;[J];;年期

8 ;[J];;年期

9 ;[J];;年期

10 ;[J];;年期

相關博士學位論文 前1條

1 馬德四;教育信息化本質研究：教育學視角[D];華東師范大學;2007年

本文編號：2467326