现象学意向性转向及其教育技术研究方法论意义

Intentional Shifts of Phenomenology and their Methodological Implications for Educational Technology Research

近一个世纪以来,现象学意向性的理解视角,从描述逐渐转向解释、后结构和后意向;从追求现象本质逐渐转向关注意义的主体间性、情境性、多样性和差异性。对比分析意向性的视角差异,并系统梳理本质、情境、生成、生产/激活的现象凸显脉络,有助于引导教育技术研究更为关注技术现象的情境意义和个人价值,尤其是借鉴指向社会变革的后意向现象学方法论,探索研究者范式思维、学习设计建构和技术调节实证探索的新路径。

In the past century,the understanding perspective of phenomenological intentionality has gradually shifted from description to interpretation,post-structure and post-intention,and correspondingly shifted from the pursuit of the essence of phenomena to the intersubjectivity,contextuality,diversity and difference of meaning.Contrastive analysis of the differences in perspectives of intentionality and systematic sorting of the salient context of nature,context,generation,production/activation of the phenomenon can help to guide the research of educational technology to pay more attention to the contextual meaning and personal value of technological phenomena,and especially to explore new paths for researchers'paradigmatic thinking,learning design construction and empirical exploration of technological regulation by drawing on the methodology of post-intentional phenomenology that points to social change.