教育技术学身份危机及其消解策略研究
发布时间：2018-08-23 09:53
【摘要】： 在我国,教育技术学科确立以来,学科理论体系建设成为了本学科研究的一项重要任务。近年来,研究对象、研究方法、学科定位、领域范畴等一系列基本理论问题,一直是教育技术学界反复讨论的焦点,这反映了教育技术学还是一个尚不成熟的学科。由于教育技术学研究中诸多问题的突显,教育技术学科感受到危机的出现,许多研究者通过比较研究、实证研究、逻辑推演等多种方法对这些问题进行了深入的反思。本文以教育技术学身份危机为切入点,探讨了当前教育技术学的危机的表征、产生原因,以及可能的消解策略。本文主要采用了概念分析、文献对比、问题与对策相结合等方法。 引言部分主要论述了本研究的背景、国内外的研究现状以及所要解决的问题和意义。 第一章简要阐述了身份与身份危机的概念,指出身份就是一个个体所有的关于他这种人是其所是的意识;身份危机意味着一种身体平衡状态的打破,身份的建构或重建成为强烈意识。身份和身份危机已被置于一系列急迫的理论论争的核心地位,不仅提供了对那些处于夹缝中和面临危机感的个人和群体最好的观察方式,而且成为这样的个人和群体在信息技术和全球化影响下确立身份、坚定立场的重要依据。 第二章从身份危机的视角,通过对教育技术学身份危机的演化、表征进行系统梳理,将教育技术学身份危机分为内在危机和学科危机,并以美国教育技术范式演化的历史为主要脉络考察了教育技术学的内在危机,而从我国教育技术学科的现状考察了学科危机。 第三章从教育技术学的核心危机出发,探讨了消解教育技术学身份危机的策略、方法。要消解教育技术学的身份危机,必须从教育技术学的学科特性和本质属性入手,重新理解和构建教育技术学的身份,本文认为通过对教育技术学的交叉学科特性和技术本性的深刻认识,是达此目的的一条可能途径。教育技术学是一个交叉学科,决定了对教育技术学科的认识应当从交叉学科的角度来认识,教育技术学的研究应当采用跨学科研究的方法进行。采用传统独立学科的思维方式和方法来处理教育技术学科建设,无疑会遇到巨大障碍,教育技术学科建设过程中所暴露出的种种问题、困境和危机就是明证。所以本文认为教育技术学跨学科研究的方法和途径,对消解教育技术学科身份危机是有帮助的。最后,本文通过对教育技术的技术形态的分析,认为教育技术具有工具论与本体论的双重身份,教育技术学的学科独立性在于其以教育技术设计和应用为核心。
[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.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G40-057
本文编号：2198689
[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.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G40-057
【引证文献】
相关硕士学位论文 前2条
1 刘丽红;教育技术学专业本科生创业能力培养对策研究[D];徐州师范大学;2011年
2 李小娟;基于设计的云服务有效支持课堂教学的研究[D];河南师范大学;2011年
，本文编号：2198689
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