信息化时代教育技术人文精神的缺失与重构

The Lack and Reconstruction of Educational Technology Humanism in Information Age

作者: 专业:教育技术学 导师:莫永华 年度:2010 学位:硕士  院校: 广西师范学院

Keywords

Educational Technology, Humanistic Spirit, rational science

        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。
    The rapid development of Modern technology has brought opportunities and challenges for educational technology development. Appearing at the age of science and technology penetrating to all areas of society and scientific education, educational technology has become a new subject area. In 2005, AECT (the Association for Educational Communications and Technology) re-defined the term of educational technology again, it marks that educational technology theory and practice as an independent subjects has been established。Since the establishment of systematic educational technology, it produced many important influences on education aspects, and it has promoted various technologies physical properties occurred fundamental change in education. But its deeper developments have far not achieve the expectations people think it should role in Education, and its strongly practicality does not mean the efficient education activities generating.Research and analysis on domestic and foreign country show that the backwardness on the fundamental theory study has become a bottleneck in the development of Educational Technology. The fundamental theory of educational technology includes three parts, first, the philosophy studies of educational technology research, second, the scientific aspects of educational technology research, and third, the technology level of educational technology research. There is very little theory research on the philosophical level, such as humanism, ethics, etc. View of this, this article combined with the production and development of educational technology background, with the theory point of the relationship– education, technology, and human, reflecting the lack of educational technology humanism, from a "rational" technology point, we can interpret the technology "mountings" nature, and thus, we can critically reflect on the“technology - media”concept. Then from five perspectives, they are media extensions, language controlling thought, network, the recognizing patterns, and virtual reality, to critically reflect on the relationship of“technology - human”. In the information age, basing on the new background of digital survival, we proposed digital thinking, which carries the social responsibility among individuals and social morality between the individuals and society from the perspective of humanistic, and people-oriented is the reconstruction embodies of educational technology humanism connotation; Meanwhile, basing on the analysis of beyond airspace - the another new background in the information age, we proposed the integration of technology and education, and education- oriented is the reconstruction important points of educational technology humanism connotation.Reconstructing the connotation of educational technology humanism, promoting the national humanism with the characteristics of times, integrating and balancing the relationship between the educational technology developments in information age and human developments, grasping with the right development direction of educational technology with humanism, and guiding its scientific practice, we expect to promote the faster and more healthy development of modern educational technology.
        

信息化时代教育技术人文精神的缺失与重构

中文摘要4-6
ABSTRACT6-7
第一章 绪论9-14
    1.1 研究问题的由来9-11
    1.2 研究思路与方法11-12
    1.3 研究内容及意义12-14
第2章 科学理性与人文精神14-21
    2.1 科学理性:认识论的视角14-16
    2.2 人文精神:本体论的视角16-18
    2.3 教育技术发展的“理性”色彩18-21
第3章 现代教育技术中人文精神缺失的反思21-30
    3.1 主体的异化21-22
    3.2 对“技术-媒体”观的批判性反思22-24
    3.3 对“技术-人”的反思24-30
第4章 信息化时代教育技术人文精神新语境30-41
    4.1 数字化思维(技术-人:以人为本)30-34
    4.2 超越时空域(技术-教育:以教育为本)34-37
    4.3 教育技术:人本育人环境37-39
    4.4 寻求超越39-41
结论41-43
参考文献43-47
附录47-48
后记48-49
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