清末民初的电化教育成因探析

发布时间：2018-06-22 03:44

本文选题：电化教育 + 清末民初　；参考：《电化教育研究》2010年11期

【摘要】：分析清末民初的教育现实可以发现,产生于上世纪30年代的电化教育并非偶然,它是由当时的教育改良的社会背景和改进教育的实践需求所决定的。在清末民初的许多教育规制中,都有关于技术支持教育的基本配置要求,同时,包括蔡元培、黄炎培和晏阳初等人在内的教育大家亦在践行着技术支持教育的实践,正是这些因素的综合,才使得电化教育成为我国教育领域的奇葩,在生命力的呈现中日益释放出绚丽的光彩。
[Abstract]:By analyzing the educational reality of the late Qing Dynasty and the early Republic of China, it can be found that the audio-visual education, which originated in the 1930s, was not accidental, but was determined by the social background of educational improvement and the practical demand for improving education at that time. In many educational regulations at the end of the Qing Dynasty and the beginning of the Republic of China, there are basic requirements for the allocation of the technology support education. At the same time, the education, including Cai Yuanpei, Huang Yanpei and Yen Yang Chu, is also practicing the practice of the technology support education. It is the combination of these factors that makes audio-visual education a wonderful work in the field of education in China.
【作者单位】：南京师范大学教育科学学院;
【基金】：全国教育科学“十一五”规划2007年度教育部重点课题“中国电化教育(教育技术)发展史研究”(课题批准号:DCA070186)
【分类号】：G434

【共引文献】