透视美国教育技术学专业设置与人才培养

A Perception of the Specialty Setup and Talent Cultivation of Educational Technology in the U.S.

美国是教育技术的发源地。立足于美国教育技术的发展历史来探究教育技术学的专业设置和人才培养状况是一个全新的视角。美国教育技术在60年代受到视听媒体、70年代受到传播学和图书馆学的影响,在80年代受到教学设计理论与实践、90年代受到学习科学的影响。相应地,美国教育技术学的专业设置和人才培养目标与规格的关注重点也发生了对应的变化。总体而言,美国教育技术学的专业名称非常多样化,所属院系主要设在教育学院之下,且以独立的系、专业、研究方向等形式开设。人才培养层次、方向和形式具有自主性、多样性和灵活性。这不仅与各院校对教育技术学人才的培养定位、学者们对教育技术的理解、学校的师资及资源建设等因素休戚相关,而且深受整个美国社会文化和教育体制的影响。

It is a brand new perspective to study the specialty setup and talent cultivation of educational technology in the U.S., the birthplace of the field of educational technology, by examining its historical development. Influenced by audio-visual media in 1960s, communication science and library science in 1970s, the theory and practice of instructional design in 1980s and the learning science in 1990s, the focus of the specialty setup and talent cultivation of educational technology program in the U.S. changed accordingly. In general, the title of the educational technology program in America is greatly varied, the specialty is mainly set up in the college of education, either as a department, a program or a concentration, etc. The talent cultivation levels, orientations and forms are autonomous, diversified and flexible, which is related to the talent cultivation orientation of universities and colleges, the scholars＂ understanding of educational technology, the faculty factor, the resources construction factor and so forth, but also deeply influenced by the whole American societal culture and educational system.