摘要
本文梳理了大量研究报告,证明20多年来,教育技术虽然结合信息技术,在产品开发和平台建设上获得了长足的发展,但在中小学教育实践中的应用绩效平平,特别是疫情期间大规模的自然实验成效未如人意。在线教育应用的现实困境将使教育技术的后续发展陷入危机,这说明教育技术学恪守的传播学模式的意义已经退化。但在全球性风险时代,教育活动必须依托泛在学习环境,教育技术的历史使命尚待开启,挑战与机遇并存,理论转型势在必行。本文提出,从基于工具性思维的传播学范式转向基于关系性思维的社会-文化范式,依托社会互动和具身认知理论,通过开放学习空间和混合学习的构建,推进学习者的身心发展。教育技术本质上是作为引领学习者进入世界、理性参与世界并合法共享世界的学习路标。
Through a thorough review of research studies,this article suggests that,although educational technology has made significant achievements in terms of product development and platform construction in the past 20 years,the effectiveness of its application in k-12,especially during the COVID-19 pandemic is far from satisfactory.The practical dilemma of online education applications will make the subsequent development of educational technology more challenging,which shows that its communication paradigm has been degraded.However,in the era of global risks,educational activities must rely on the ubiquitous learning environment,the historical mission of educational technology is yet to be fulfilled.Challenges and opportunities coexist,and theoretical transformation is imperative.We propose to shift from a communication paradigm to a sociocultural one,in order to promote the physical and mental development of learners through the construction of open learning space and mixed learning by relying on the theories of social interaction and embodied cognition.The nature of educational technology is to serve as a roadmap that guides learners to explore,participate,and share in the world.
作者
吴刚
WU Gang(Institute for Advanced Studies in Education,East China Normal University,Shanghai 200062,China)
出处
《开放教育研究》
CSSCI
北大核心
2020年第3期11-25,共15页
Open Education Research
基金
国家一般课题“关键能力发展的社会逻辑与教育机制研究”(BAA180021)。
关键词
在线教育
技术危机
社会-文化范式
社会互动
online education
technical crisis
sociocultural paradigm
social interaction
