摘要
从学科性质、学科任务和理论内容上看,教育技术学的研究本质上属于“开发取向”。所谓教育技术学研究的“开发取向”,是指通过研究开发和设计的原理,以及各种可重用的技术来尝试解决实际的教育教学问题,并在这个过程中体验理解教育教学规律,以形成对教育教学规律的独特认识的研究取向。开发研究、描述研究、解释分析研究、假设检验研究是对等的研究取向,它们的有机结合有助于实现教育理论的合规律性和合目的性的统一。教育技术学研究的“开发取向”,使教育技术学必然成为一门通过解决教育教学问题的理论研究和实践体验达到对教育教学系统运行规律的自为性理解的学科。
The so-called 'development orientation' refers to the study direction in which the principles of development , designing and relevant techniques are adopted for solving practical problems in education and instruction. This process is also intended to experience and understand the pedagogic regularity, thus obtaining unique concepts. Development-oriented study, descriptive study, interpretation and analysis study and hypothesis-based study are all corresponding directions of study, and the organic integration of said study orientations will be helpful to the unity of educational theories. The 'development orientation' is bound to make the science of educational technology become a discipline in which the operational regularity of the educational system is explored through solving theoretical and practical problems and having practical experience.
出处
《教育研究》
CSSCI
北大核心
2004年第5期30-34,共5页
Educational Research
