信息化时代教育技术人文精神的缺失与重构
发布时间：2018-07-26 16:48
【摘要】：现代科技的飞速发展为教育技术的发展带来了机遇和挑战。科学技术不断向社会各领域渗透、教育逐渐科学化,在这样的社会背景下催生了教育技术,它已成为一个新兴学科领域。2005年美国AECT再次对教育技术进行了重新定义,这标志着教育技术作为有一定理论和实践的独立学科的确立。系统的教育技术产生以后,对教育的各个领域产生了重要的影响,促进了教育中各种技术的物理性能发生了根本性的变化。然而,教育技术更深层次的发展却远远没达到人们对其在教育中所应发挥的作用的期望,即强烈的实践性并不意味着必然的高效的教育活动的产生。 对国内外相关研究分析表明,教育技术基础理论研究的落后已经制约了我国教育技术的纵深发展。教育技术基础理论研究主要包括三个部分,一是关于哲学层面的研究,二是关于科学层面的研究,三是关于技术层面的研究。对哲学理论的研究尤为缺乏,如人文精神、道德伦理等。鉴于此,本文结合教育技术产生与发展的时代背景,以教育、技术、人的关系为理论基点,反思教育技术人文精神的缺失,从技术“理性”的角度阐释技术的“座架”本质,从而对“技术-媒体”观进行批判反思;继而从媒体延伸、语言控制思维、网络、认识思维模式、虚拟现实五个视角对“技术-人”的关系进行批判反思。立足于信息化时代数字化生存的全新背景,提出数字化思维,它承载着人文视域中个体间的社会责任感以及个体与社会间的社会道德感,以人为本是教育技术人文精神内涵重构的集中体现;同时,在信息化时代超越时空域的另一全新背景的分析下,提出技术与教育的融合发展,以教育为本是教育技术人文精神内涵重构的重要表现。 重构教育技术人文精神的内涵,弘扬具有时代特征的民族人文精神,以此整合、平衡信息化时代教育技术的发展与人的发展的关系,并以人文精神引领教育技术的正确发展方向、指导其科学实践,以促进现代教育技术更快速更健康地发展。
[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.
【学位授予单位】：广西师范学院
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G40-057
本文编号：2146646
[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.
【学位授予单位】：广西师范学院
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G40-057
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