教育技术学科的独立性与开放性——斯坦福大学学习科学兴起引发的思考

发布时间：2018-02-11 10:45

本文关键词： 教育技术学习科学学科发展学科定位技术促进学习　出处：《北京大学教育评论》2013年03期 　论文类型：期刊论文

【摘要】：斯坦福大学学习科学与技术设计学科点在短短十多年间的发展成就令人瞩目。本文首先回顾了该学科点沿着学习科学方向发展的历史;其次分析其兴起的学科背景,即学习科学在研究视角、研究方法以及技术对学习的创新作用方面的认识更加符合数字化知识经济时代人类学习研究的要求,因而比教育技术的研究更为教育界关注和认可;最后讨论了在学习科学兴起的背景之下教育技术学科如何发展的问题。教育技术学科应当珍惜自身的发展历史,充分肯定自己理论体系和实践规范的独特价值,同时带着足够的自信充分借鉴学习科学的新思路和新方法,开放共赢、合作创新。
[Abstract]:Stanford University has made remarkable achievements in the development of science and technology design in just over a decade. This paper first reviews the history of the development of this discipline along the direction of learning science, and then analyzes the background of its emergence. That is, the knowledge of learning science in the research perspective, research methods and the innovative role of technology in learning is more in line with the requirements of human learning and research in the era of digital knowledge economy, so it is more concerned and recognized by the educational circles than the research of educational technology. Finally, it discusses how to develop the subject of educational technology under the background of the rise of learning science. The subject of educational technology should cherish its own history of development and fully affirm the unique value of its own theoretical system and practical norms. At the same time, with enough confidence to learn from the new ideas and methods of science, open win-win, cooperative innovation.
【作者单位】：清华大学教育研究院;
【基金】：教育部—中国移动科研基金项目“教育信息化理论研究”(MCM20121011)
【分类号】：G40-057

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