【摘要】：現(xiàn)代科技的飛速發(fā)展為教育技術的發(fā)展帶來了機遇和挑戰(zhàn)�？茖W技術不斷向社會各領域滲透、教育逐漸科學化,在這樣的社會背景下催生了教育技術,它已成為一個新興學科領域。2005年美國AECT再次對教育技術進行了重新定義,這標志著教育技術作為有一定理論和實踐的獨立學科的確立。系統(tǒng)的教育技術產(chǎn)生以后,對教育的各個領域產(chǎn)生了重要的影響,促進了教育中各種技術的物理性能發(fā)生了根本性的變化。然而,教育技術更深層次的發(fā)展卻遠遠沒達到人們對其在教育中所應發(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。 對國內外相關研究分析表明,教育技術基礎理論研究的落后已經(jīng)制約了我國教育技術的縱深發(fā)展。教育技術基礎理論研究主要包括三個部分,一是關于哲學層面的研究,二是關于科學層面的研究,三是關于技術層面的研究。對哲學理論的研究尤為缺乏,如人文精神、道德倫理等。鑒于此,本文結合教育技術產(chǎn)生與發(fā)展的時代背景,以教育、技術、人的關系為理論基點,反思教育技術人文精神的缺失,從技術“理性”的角度闡釋技術的“座架”本質,從而對“技術-媒體”觀進行批判反思;繼而從媒體延伸、語言控制思維、網(wǎng)絡、認識思維模式、虛擬現(xiàn)實五個視角對“技術-人”的關系進行批判反思。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人文精神內涵重構的集中體現(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,提出技術與教育的融合發(fā)展,以教育為本是教育技術人文精神內涵重構的重要表現(xiàn)。 重構教育技術人文精神的內涵,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的發(fā)展與人的發(fā)展的關系,并以人文精神引領教育技術的正確發(fā)展方向、指導其科學實踐,以促進現(xiàn)代教育技術更快速更健康地發(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.
【學位授予單位】：廣西師范學院
【學位級別】：碩士
【學位授予年份】：2010
【分類號】：G40-057

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