【摘要】： 我國(guó)基礎(chǔ)教育信息化始于上世紀(jì)80年代，至今已有二十多年的發(fā)展歷史。進(jìn)入本世紀(jì)以來(lái)，教育信息化呈現(xiàn)快速發(fā)展的態(tài)勢(shì)，無(wú)論是研究文獻(xiàn)，還是投資總額，都在高速增長(zhǎng)。當(dāng)前，在繁榮的背后，教育信息化理論也存在難以克服的問(wèn)題，如信息技術(shù)深層次融入教育的問(wèn)題。 筆者認(rèn)為，在技術(shù)學(xué)視角下，教育信息化研究主要關(guān)注教學(xué)軟件、教育教學(xué)信息系統(tǒng)、信息化教學(xué)模式等技術(shù)層面的問(wèn)題，而對(duì)于信息技術(shù)條件下的教學(xué)原理／學(xué)習(xí)理論的變革關(guān)注不多，對(duì)于人在數(shù)字虛擬世界的異化問(wèn)題也不太關(guān)心。因此，當(dāng)前教育信息化的困境，其根源在于技術(shù)學(xué)視角的局限。 本文在對(duì)我國(guó)基礎(chǔ)教育信息化二十多年發(fā)展歷史梳理后認(rèn)為，當(dāng)前的教育信息化研究主要關(guān)注教育中與信息技術(shù)相關(guān)的學(xué)習(xí)資源和學(xué)習(xí)過(guò)程的設(shè)計(jì)、開(kāi)發(fā)、管理、利用等技術(shù)問(wèn)題，隱含在這種研究的背后，是一種技術(shù)學(xué)視角。 技術(shù)學(xué)視角下的教育信息化研究的特點(diǎn)是：教育信息化目的是提高教育活動(dòng)的效率；本質(zhì)是信息技術(shù)作為工具在教育中應(yīng)用；研究?jī)r(jià)值取向是“技術(shù)中心論”；研究對(duì)象是與信息技術(shù)相關(guān)的學(xué)習(xí)資源和學(xué)習(xí)過(guò)程的設(shè)計(jì)、開(kāi)發(fā)和應(yīng)用模式研究。 教育是有意識(shí)的以影響人的身心發(fā)展為直接目標(biāo)的社會(huì)活動(dòng)，教育學(xué)就是研究怎么樣使人成為能夠自主、自強(qiáng)、自立的人，即如何成人的學(xué)問(wèn)。信息技術(shù)融入到教育之中，核心就是信息技術(shù)條件下如何成人的問(wèn)題。因此，教育信息化研究必須超越技術(shù)學(xué)視角，轉(zhuǎn)而從信息技術(shù)與人的生命發(fā)展這個(gè)維度來(lái)思考教育信息化，，這就是教育信息化研究的教育學(xué)視角。 在教育學(xué)視角看來(lái)，教育信息化的本質(zhì)，是數(shù)字虛擬世界中人的生命成長(zhǎng)，即數(shù)字虛擬世界的教育，它包括三個(gè)層面的研究，一是哲學(xué)層面，研究信息技術(shù)環(huán)境中的人的生存、道德等問(wèn)題；二是科學(xué)層面，研究信息技術(shù)條件下的課程、教學(xué)／學(xué)習(xí)、評(píng)價(jià)等教育理論問(wèn)題；三是實(shí)踐層面，研究信息技術(shù)條件下的課堂教學(xué)模式、教學(xué)評(píng)價(jià)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(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2007
【分類(lèi)號(hào)】：G434

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