| 教育技术理论的范畴体系与核心问题 |
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| 引用本文： | 安涛,李艺.教育技术理论的范畴体系与核心问题[J].现代远程教育研究,2014(2):16-22. |
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| 作者姓名： | 安涛 李艺 |
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| 作者单位： | 南京师范大学教育科学学院,江苏南京210097 |
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| 基金项目： | 国家社会科学基金教育学一般课题“教育技术理论体系系统构架研究”（BCA120023）. |
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| 摘 要： | 教育技术理论的形成不但需要卓有成效的教育技术实践，还需要从其发展的“逻辑”之维和“现实”之维加以把握。在逻辑维度，建构一个自洽的教育技术理论范畴体系，可以揭示教育技术存在的普遍规律；在现实维度，探讨中国语境下教育技术的核心问题，有助于寻找中国教育技术理论安身立命的“居所”。科学范畴体系的逻辑结构必须与科学的现实基础相一致。“教育技术”是教育技术理论的核心范畴，因为“教育技术”这个概念本身具有最强的统摄力，不同的教育技术观影响着不同的教育技术认识和实践的方向。教学媒体和教学设计是教育技术理论的现象范畴。教育技术的现象范畴涉及教育技术的存在现象，它具有一定的抽象性和包容性，是核心范畴的具体化。教育技术活动范畴是操作性范畴，“分析”、“设计”、“开发”、“使用”和“评价”是教育技术基本活动的理论反映。如果说理论范畴的建构是对教育技术的静态“解剖”和事实抽象，带有鲜明的对象化研究倾向；那么，把握教育技术学的核心问题则是基于“问题逻辑”的动态探索，是一种价值性的观察视角。现代教学媒体的应用，特别是信息技术对学与教的支持作用，最有可能作为教育技术学发展的“核心”。强调现代教育媒体理论的核心地位，决定着我国教育技术学的基本观点和立场。
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| 关 键 词： | 教育技术理论 范畴体系 核心范畴 现象范畴 活动范畴 核心问题 |
The Category System and the Core Problem of Educational Technology Theory |
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| An Tao,Li Yi.The Category System and the Core Problem of Educational Technology Theory[J].Modern Distance Education Research,2014(2):16-22. |
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| Authors: | An Tao Li Yi |
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| Institution: | An Tao, Li Yi |
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| Abstract: | The formation of educational technology theory needs not only the highly effective practice, but also the grasp of＂logical＂ and ＂reality＂ dimensions on disciplinary development. On the one hand, the paper constructs a self-consistent categorical theory system in the logical dimension to reveal the universal law of educational technology. On the other hand, the paper discusses the disciplinary core problem in Chinese context to find the＂home＂of educational technology in China. In scientific research, the logical category system must be consistent with the practical basis of the science. ＂Educational Technology＂ which has the most powerful comprehensiveness is the core category of the theory system of educational technology because different views of it could affect the different directions of understanding and practice of educational technology.＂Instructional media＂and＂instructional design＂which are abstract and inclusive to a certain degree, are the phenomenological categories of educational technology theory and the embodiment of the core category. The active categories of educational technology are operational. ＂Analysis＂, ＂design＂, ＂development＂,＂utilization＂and ＂evaluation＂ are the theoretical reflections of educational technology activities. The construction of theory system is static＂anatomy＂and the factual abstract of educational technology with a distinct tendency of objectification research, and grasping the core problem of educational technology based on dynamic ＂logic＂ is a view of value point. The application of modern instructional media, particularly the support of information technology to learning and instruction, can be the core problem of educational technology. Emphasizing the core status of instructional media can influence the basic viewpoints of educational technology in China. |
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| Keywords: | Educational Technology Theory Category System Core Category Phenomenological Category Active Category Core Problem |
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