中国教育技术学向何处去

Educational Technology Discipline of China: Where to Go

教育技术学到底该研究什么?引介西方国家的话语和关注中国的本土教育现实何以协调?教育技术学的不可替代性在哪里?这是学科必须回答的问题,当前教育技术学距离成为一个独立的学科尚有较大的空间。从定义出发构建学科体系的思路容易受定义本身合理性的影响,应该"回到事情本身"即教育技术最源始之意——"师生的活动方式"来构建学科体系。体系包括形而上的本体论、形自体的认识论和形而下的方法论。当教育技术学有真正属于自己的知识体系时,本领域的知识自然各归其位,前述问题也将自然消解,并淡出人们的意识。

What should education technology study？ How do we coordinate the relationship between western discourse and domestic education？ what is the irreplaceability of education technology？ The discipline must respond to these problems. But now education technology is far away from the independent discipline. To construct discipline system based on the definition is easily influenced by the rationality of the definition. It should be returned to the thing itself, that is, the origin of education technology： activity mode of teachers and students should be employed to construct the discipline system. The system covers the metaphysical ontology, epistemology and methodology. When education technology discipline really has its own knowledge system, the knowledge will be in its own reasonable position, and the problems mentioned above will biodegrade, and be out of the people＇s consciousness.