论教育技术学理论的结构、发展阶段及其动因

On the Structure,Development Stages and Its Motives of Educational Technology Theory

按照科学哲学的相关解读,"科学的"教育技术学理论的结构包含两种陈述:一是静态显形结构,即教育技术学理论的基本原理、具体原理与应用原理;二是动态逻辑结构,即教育技术学理论"研究传统"的内部完善和外在更替的规律。根据"研究传统"的内在规定,可以将教育技术学理论划分为三个前后继承、相对独立的发展阶段。通过对不同发展阶段的时代背景、研究传统的特点、教育技术学理论的特点及其他相关元素进行比较分析,可以发现,无论教育技术学理论的静态显形结构多么完备,它们实质上都在接受动态逻辑结构的引导与制约,动态逻辑结构才是主导教育技术学理论发展的关键动因。

In accordance with the relevant interpretation of the philosophy of science, two kinds ofstructures exist in educational technology theory： one is the static explicit structure, namely the basic principles, concrete principles and application principles of educational technology theory; the other is the dynamic logic structure, namely the law of internal perfection and external replacement of ＂research tradition＂ of educational technology theory. According to the internal rules of ＂research tradition＂, the educational technology theory can be divided into three relatively independent stages which are inherited from one another. Through the comparison and analysis of Lhe backgrounds, characteristics of traditional research, features of educational technology theory and other relevant elements of different development stages, it is found that no matter how perfect the static explicit structure is, it accepts the guidance and restriction of the dynamic logic structure virtually, and the dynamic logic structure is the key motive for the development of educational technology theory.