皮亚杰与布鲁纳的和而不同与整合发展——兼论教育技术学基础理论研究的三重纵深

Piaget and Bruner's Harmony in Diversity and Integration with Development——A Co-Discussion on the Triple Depth of the Theoretical Study of Educational Technology

皮亚杰与布鲁纳是20世纪教育与心理研究领域内两位非常有影响的人物。他们在儿童认知发展研究方面的杰出贡献不仅引领了心理学领域的"认知革命",同时也推动了20世纪后半叶教育研究的认知转向,使教育学在科学化道路上向前迈进了重要一步。就心理研究而言,皮亚杰的心理研究体现出哲学优位的意蕴,即心理学的研究应服务于哲学的目的;而布鲁纳的心理研究则具有鲜明的教育价值追求,即非常重视从教育本位出发重新审视对人类心灵的描述。就教育研究而言,皮亚杰主要是基于心理发展的认知研究来建立一门科学的教育学,两者体现出一种"单向道"的发展模式;而布鲁纳则强调教育是心理发展的动力,试图通过创建"综合成长学科"来重构教育学与心理学之间协同发展的双螺旋演化进路,即"双向道"发展模式。整合皮亚杰与布鲁纳学术思想的和而不同,可以开创教育技术学基础理论研究的新格局:以哲学、心理学和教育学三个层面的理论为主要基石建构的教育技术学,既要研究媒体技术支持下的教育教学模式,也要研究技术促进人类学习发生和发展的心理机制,还要引入哲学思维来引领和观照。唯此,教育技术学的理论体系才会更加具有理论上的一致性和逻辑上的自洽性。

Piaget and Bruner are two very influential figures in the field of education and psychology in the20 th century. Their outstanding contribution to the study of children's cognitive development not only led the'cognitive revolution' in the field of psychology, but also promoted the cognitive turn of educational research in the second half of the 20 th century, which made Pedagogy took an important step forward in science. In the case of psychological research, Piaget's psychological research embodies the implication of philosophical superiority, that is, the study of psychology should serve the purpose of philosophy. In the term of educational research, Piaget is mainly based on psychological development of cognitive research to establish a scientific pedagogy. Both reflect a'single track' development model. However, Bruner stressed that education is the driving force of psychological development and tried to create a 'comprehensive growth disciplines' to reconstruct the dual-spiral evolution of synergistic development between pedagogy and psychology. By integrating Piaget's and Bruner's scholarly ideas and differences, we can create a new pattern for the study of the basic theory of educational technology. For the educational technology established on three levels of theory including the philosophy, psychology and pedagogy, it is necessary to study the education and teaching model supported by media technology, to study the psychological mechanism of human learning promoted by technology, and also to introduce philosophical thinking for guidance and reference. Only in this way, the theoretical system of educational technology will be more consistent in theory and self-consistent in logic.