日本教育工学理论体系构建理路及启示

发布时间：2018-05-14 13:16

本文选题：日本 + 教育工学　；参考：《中国电化教育》2015年09期

【摘要】：中国教育技术学科理论体系构建一直都是一个大难题,归其根本原因可能是对理论体系构建理路中基础理论与理论基础辨别不清。基础理论一般是指一门学科体系中起基础性作用并具有一定稳定性、根本性和普遍性的理论。稳定性强调的是理论的不变性,其实就是人们常说的公认度,是经得起时间和实践检验的理论,而不是某种推测、意想或判断。对于一门综合性学科而言,基础理论来源于其它学问领域是没有问题的,并且也是必然的,因为教育技术学就是一门交叉性"杂技"之学。但作为一门学科的"内核"即最核心的理论基础必然地要有其特殊性,这也是区别于其它学科亦或是本学科在学术之林中立足的关键所在。通过比较的方法,从日本教育工学的基础理论与理论基础构建过程之中汲取营养,以期对重新审视我国教育技术学科理论体系构建带来了一种新思路。
[Abstract]:The construction of theoretical system of educational technology in China has always been a big problem, and the fundamental reason may be that the basic theory and theoretical basis in the construction of theoretical system can not be distinguished clearly. Basic theory generally refers to a discipline system plays a fundamental role and has a certain stability, fundamental and universal theory. What stability emphasizes is the invariance of theory, which is often said to be a theory that can stand the test of time and practice, rather than some kind of conjecture, intention or judgment. For a comprehensive subject, the basic theory from other fields of learning is no problem, and is inevitable, because educational technology is a cross "acrobatics". However, as the core of a discipline, the most core theoretical foundation must have its particularity, which is the key to distinguish itself from other disciplines or to establish a foothold of the subject in the academic forest. Through the method of comparison, this paper draws nutrition from the process of constructing the basic theory and theory foundation of Japanese educational engineering, hoping to bring a new way of thinking to re-examine the construction of the theoretical system of the subject of educational technology in our country.
【作者单位】：江南大学教育信息化研究中心;北京师范大学教育学部;
【基金】：教育部人文社会科学研究青年基金项目“日本教育工学本土化创新之路研究”(项目编号:14YJC880064)的阶段性成果
【分类号】：G40-057

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