中美教育技术学专业课程设置比较研究

A Comparative Study on Educational Technology Curricula between Chinese and USA Universities

作为一门新兴的、迅速发展的交叉学科,教育技术学面临很多的机遇与挑战。人才培养是教育技术学的重要"出口",理应作为其发展的重点。本文对中美两国教育技术学专业的课程设置进行了比较,选择美国九所高校、中国八所高校进行重点分析,发现两国教育技术学专业在层次结构、专业名称、课程目标、课程内容、课程实施与评价方面有很大不同,并探讨了社会认可度和需求、专业定位、生源、师资、文化和制度等方面可能存在的原因。文章最后针对中国教育技术学专业课程设置的弱势,得出如下启示:关注社会需求,建立开放、动态的课程体系;适当减少专科生和本科生招生数,增加硕士生和博士生招生数;增加专业操作技能课比重;学校提供政策支持,鼓励开设在线课程、跨院系选课、创设合作学习空间。

As a young and fast-growing interdisciplinary field,educational technology programs face many opportunities and challenges. Personnel training as an important development objective,should be a key for its future development. In this study,we chose 9 educational technology programs in the US and 8 in China as research subjects. By comparing their curricula,we found that the two countries are very different in their professional degree structures,names,course objectives,course content,and curriculum implementation and evaluation. We also explored the possible reasons of the differences,including social acknowledgement and demand,professional orientation,sources for students and teachers,as well as cultural and institutional factors between the two countries. Based on Chinese culture and drawing on the experience of the United States,we offered the following enlightenment,which is to focus on the needs of society,establish an open,dynamic system of curriculum development; reduce appropriately the number of college students and undergraduate enrollment while increase master and doctoral enrollment; increase the proportion of professional skills courses; And provide policy support,and encourage online courses,interdisciplinary electives,and the creation of cooperative learning space.