教育信息化本质研究：教育学视角
发布时间：2019-04-27 21:36
【摘要】： 我国基础教育信息化始于上世纪80年代，至今已有二十多年的发展历史。进入本世纪以来，教育信息化呈现快速发展的态势，无论是研究文献，还是投资总额，都在高速增长。当前，在繁荣的背后，教育信息化理论也存在难以克服的问题，如信息技术深层次融入教育的问题。 笔者认为，在技术学视角下，教育信息化研究主要关注教学软件、教育教学信息系统、信息化教学模式等技术层面的问题，而对于信息技术条件下的教学原理／学习理论的变革关注不多，对于人在数字虚拟世界的异化问题也不太关心。因此，当前教育信息化的困境，其根源在于技术学视角的局限。 本文在对我国基础教育信息化二十多年发展历史梳理后认为，当前的教育信息化研究主要关注教育中与信息技术相关的学习资源和学习过程的设计、开发、管理、利用等技术问题，隐含在这种研究的背后，是一种技术学视角。 技术学视角下的教育信息化研究的特点是：教育信息化目的是提高教育活动的效率；本质是信息技术作为工具在教育中应用；研究价值取向是“技术中心论”；研究对象是与信息技术相关的学习资源和学习过程的设计、开发和应用模式研究。 教育是有意识的以影响人的身心发展为直接目标的社会活动，教育学就是研究怎么样使人成为能够自主、自强、自立的人，即如何成人的学问。信息技术融入到教育之中，核心就是信息技术条件下如何成人的问题。因此，教育信息化研究必须超越技术学视角，转而从信息技术与人的生命发展这个维度来思考教育信息化，，这就是教育信息化研究的教育学视角。 在教育学视角看来，教育信息化的本质，是数字虚拟世界中人的生命成长，即数字虚拟世界的教育，它包括三个层面的研究，一是哲学层面，研究信息技术环境中的人的生存、道德等问题；二是科学层面，研究信息技术条件下的课程、教学／学习、评价等教育理论问题；三是实践层面，研究信息技术条件下的课堂教学模式、教学评价模式等。
[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.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2007
【分类号】：G434
本文编号：2467326
[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.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2007
【分类号】：G434
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