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ThinkingThinki

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    ;nReview,ISSN1548-6613,USA

    ;ThinkingOveroftheOrientationforEducationalTechnology‟

    ;XiuqiFeng‟‟HebeiUniversity

    ;Abstract:ThisP

    ertriestoaddressthereferencepointfororientationofEducationalTechnologyandstarts ;todrawanorientationforthesynthesisandappliessubjectEducationalTechnology,whichbelongstot

    he

    ;educationandremainsthefeaturesofTechnologicallayer.Wetakeafurtherlookandfindthatthissubjectis

    ;existingatthecrosspartofeducationandtechnologybywhichwecandrawtheboundaryofthesubjectas ;EducationalTechnology.Thenwediscussthesignificanceofhowandwhywehavetocorrecttheorientationfor

    ;EducationalTechnology,andbydoingthatwecandogoodthingstoconstructtheconceptofEducational ;Technologyandcultivatemorequalifiedtechnologicalpersonnelinthisareasothatwecallgetmorebenefits

    ;fromthepracticeofEducationalTechnology.

    ;Keywords:educationaltechnology;theorientationforsubject;bridgesandmedium ;Al0tofdiscussionsinliteraturesareabouttheorientationofEducationalTechnologyinrecentyears.The ;so-calledorientationismainlyabouttheprocessofhowtoconfirmthecorrectpositionofEducationalTechnology

    ;inthesubjectclassificationofChina.OnlybyappropriateorientationcarlweseehowEducationalTechnology

    ;playsanimportantroleineducationandmakethegrowingprofessionalsofthissubjecttobequalifiedmembers.

    ;1.TheReferencePointforOrientationofEducationalTechnology

    ;Foranyorientationtoasubject,wefirstlyneedtoascertainthereferencepoint,foritisthewayofhowto ;addresstheorientation,thenwecanselectthisreferencepointasbenchmarkandfindthecorrectpositiono

fwhere

    ;thesubjectcarlstay.TheEducationalTechnologyisacrosssubjectofeducationandtechnologyandthereference

    ;p0intforitsorientationhasbeensupportedbyatleasttwodifferentrecognitions:Oneistotakethereferencepoint

    ;ofEducationalTechnologyaseducationscience,andtheotherrecognitionistoselectengineeringasthereference

    ;pointofEducationa1.Technology.TheformertreatsEducationalTechnologyasthetechnologyineducationand

    ;selectstherelatedtechnologiesaccordingtotheneedofeducation;ThelattertakesEducationalTechnologytobea

    ;practicalareaforengineeringtechnology,whichmeanswecallseekapracticalmethodofitineducati0nby

    ;judgingthefeatureofthetechnologyitselfiWecarlseethatwithdifferentreferencepointsofsubjectorientation,

    ;wegetdifferent.

    ;researchdirections,goalsandemphases.WesaytheEducationalTechnologyistousethe ;technologyineducationandthereferencepointofthissubjectiseducationscience,andtheresearchdirectionisto

    ;optimizetheprocessofeducationandinstruction,thegoalistoenhancethelearningoflearners,andweoughtto

    ;enhancelearningbycreating,usingandmanagingthetechnologicalprocessandresourcesofeducation.Ifwetake

    ;EducationalTechnologyasengineeringtechnologyappliedineducation,itisobviousthatwearetakingthe

    ;engineeringasthereferencepointforEducationalTechnologyandturntheresearchdirectiontocreateandperfect

    ;thetechnologyandraisethevalueoftechnologyapplying.Itwillsetupagoaltoexpandthe.areaoftechnology

    ;

    ;.

    ;TheauthorwouldliketoexpresshisthankfulnesstoQingFengwhotranslatedthispaper. ;“Xiu

    ;.

    ;qiFeng,professoratEducationCollege,HebeiUniversity;Researchfield:EducationTechnology;Address:EducationCollege,

    ;HebeiUniversity,Baoding,R.China;Postcode:07l002.

    ;

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    ;applyingandchasemainlyabouttoseektheobjective,impactandthebestwayofhowtoapplytechnologyin

    ;education.In1986,whenthecommitteeforlearningdegreeofNationalDepartmentofChinacametoexamineand

    ;approvethefirstpartyofauthorityofuniversitiesfortrialtocultivatepostgraduatestudentsofEducatio

    nal

    ;Technology,ittookthesubjectofEducationalTechnologyasoneofthesecondlevelsubjectswhichbelongsto

    ;pedagogy.ThisorientationiscorrectandcatchesoursightattheeducationfeatureofEducationalTechnology.

    ;Ineducation,theEducationalPhilosophy,Pedagogy,SociologyofEducation,EducationalTechnology, ;EconomicsofEducation,PsychologyofEducationandEducationalAnthropologyformedtheeducationscience.

    ;Init,theEducationalPhilosophyprovidestheguidancetoeducationwitheducationconcepts,valuesand ;methodologies;andthroughfurtherpracticeandstudyofphenomenaineducation,thePedagogysummarizes

    ;itselfandupgradetosublimeandformaknowledgesystemreflectingtheeducationsystemwithitsmodality,

    ;framework,content,methodologiesandrules,andthenitguidestheeducationalpracticebygeneralsignificance;

    ;thesociologyofeducationandtheEducationalTechnologystudytheproblemsofeducationfromdifferentaspects

    ;intermsofresearchfindings,bothfromtheeducationtheoryanditspractice,combinewithitsownadvantagesto

    ;supplytheconsiderationsandmethodstorecognizeandsolvetheproblemsineducation,bywhatwecanoptimize

    ;theprocessofeducationandenrichtoperfecttheknowledgesystemofeducationfromdifferentaspects.The

    ;EducationalTechnology,asonethinginthegroupofeducation,canpromotelearningandraisetheperformance

    ;undertheguidanceofeducationtheories.Itcancreate,utilizeandmanagethemethodsandtechnologiesin

    ;education,teachingresourcesanditsprocessbyusingrelatedtechnologyoutcomes.

    ;Wecanhighlysummarizeandreflecttheexperienceinpracticeandprinciplesofeducationandformthe ;educationitself.ThedevelopmentandlevelofEducationalTechnologydependsonthedevelopmentofother

    ;subjectsineducation,atthesan-letime,thedevelopmentofeachsubjectineducationcannotstayalonewithout

    ;theresearchanddevelopmentofothersubjectsineducation,whichmeansthesubjectsineducationhelpeach

    ;otherandmakealivingdependingoneachother.Toselecttheeducationscienceasthereferencepointf0rthe

    ;orientationofeducationTechnology,wehavetoawarethebenchmarkoftheconstructionanddevelopmentfor

    ;thissubjectandfindthestartingpointoflogicforthissubject,andofwhereitshouldbe.Thisistosay ;EducationalTechnologybelongstoeducationanditownsthecomponentsoftechnologyineducation, ;whichdoes

    ;muchmorereflectoftheclearattributesofeducationandkeepsitsownuniqueadvantagesandfeaturestosolve

    ;problems,thanothersubjects.

    ;Bytheanalysesabove,wetakeitforgrantedthattheEducationalTechnologyshouldtakethepedagogyasits

    ;referencepointandkeepsaverticalrelationshipwithEducationalPhilosophyandPedagogyofEducationat

    ;differentlayers;itformshorizontalrelationshipwiththeSociologyofEducation,EconomicsofEducation,

    ;PsychologyofEducationandEducationalAnthropologyinthesamelayer.

    ;WetaketheEducationalTechnologyas

    ;onepartofeducationbywhatwecanconstructtheEducationalTechnologyandshowthefunctionsofit.Ifweput

    ;EducationalTechnologyintothecategoryofengineering,wemusthavediminishedtheguidancefunctionof

    ;educationaltheoriesandbuildupabadEducationalTechnologywithoutgoodconstructionanddevelopment

    ;,and

    ;wewillevendoworsetoitifwedonotbelieveitisineducationforteai.

    ;2?TheOrientationofEducationalTechnologyasaSub]ect

    ;IllsubjectscategoryofChina,wetaketheeducationasthereferencepointoftheorientationforEducational

    ;technology,byjudgingthis,weshouldfocusonthequestionsasfollowing:(1)Tofocusonthetechnological

    ;featureofEducationalTechnologywhenwesolvetheproblemsineducationisanadvantagefromEducational

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    ;veroftheOrientationforEducationalTechnology

    ;Technology,andbydoingsowecanreflectthenatureofEducationaltechnology,whichcannotbedisplacedby

    ;othersubjectsofeducation.Thoughthesystemofeducationisnotanaturesystembutanartificialsystemoryou

    ;cancallitaman-madesystem,whichkeepsthefeaturesoftechnicalknowledgelikealltheotherartificialsystems.

    ;ThefeaturesoftechnicalknowledgearethefeaturesforallartificialsystemsandsharethecolD_moD_nesswithinall

    ;thesesystems.inwhichwecannotjudgeanddeducethiscolD_monnessasthe‟‟nature‟‟attributesofeachartificial

    ;system..Thenatureofeveryconcretesubjectshouldreflecttheconnotationofthissubject.showtheindividuality

    ;ofthesubjectitselfbywhichwecantellthedifferencesbetweenthissubjectandothersubjectsatparticularity

    ;contentsitrefersto.Theeducationisthenecessaryconditionandsolutionforthetransformationfromnatural

    ;persontosocialmanwhichkeepsthegoaltomeettworequirements:oneistheneedofsocialdevelopment;while

    ;theotherisinneedofindividualdevelopment.Thenatureofeducationcanbeprovedbythepracticeofteaching

    ;andlearningwhichshouldmeettheneedforthesocietyandindividualsdevelopment,whichmainlyconcernsabout

    ;theconditionsandrulesbothinsideandoutsideoftherunningsystem.TheEducationalTechnologyisasubjectof

    ;technologyineducationandcomestosolvetheproblemsineducationandinstructionintermsofthepedagogy

    ;.principles,whichusesthetacticsandmethodsofTechnology.WecanseetheEducationalTechnologyisdifferent

    ;fromothersubjectsineducation,forwhichfocusisonitsfeaturesof‟‟technology”.(2)TheEducationa1

    ;Technologyisasynthesissubjectbasedonmanysubjects.Beingacrosssubjectofeducationandtechnology,

    ;EducationalTechnologykeepsthecharacteristicofsynthesissubjectasfortheeducationandengineering

    ;technologythemselveshavethecharacteristicofsynthesissubjects,e.g.theeducationcancontaintheknowledge

    ;andresearchofmanysubjects,suchasthesociology,Psychology,Anthropology,Socialscienceandmanagement

    ;science;TheEngineeringTechnologyalsousesthethingsincludingthosematerialityoftoolsandtechnologywhich

    ;.belongtoNatureScienceandapplyingthemethodstechnologyandarttechnologyofSoftScience.(3)The

    ;Technologyisacollectionofmethodsandtechnologiesusedinallkindsofhumanpracticeforpeopletota

keand

    ;meettheirdesiredgoals,andEducationalTechnologyistechnologiesmethodsandartsthatpeopletaketopromote

    ;thedevelopmentofeducation,whichisalsoforoptimalofeducationalprocess+WhentheEducationalTechnology

    ;comestosolvetheproblemsineducation.ononehand,itshouldobeythetheoriesandmethodsofeducation;on

    ;theotherhand,itmustshowouttheadvantagesofnewtechnologies,withinwhichthetechnologiesdonotonly

    ;meanallkindsofinformationmediumsandtechnologiesbutalsoincludesystemdesignanddevelopmentmethods,

    ;applyingasscientificmethods.Bynow,weknowEducationalTechnologymustgetitsorientationoneducation,

    ;whichstaysintechnologicallayerasasynthesizedapplyingsubject.

    ;EducationalTechnology,asanapplyingsubjectineducation,keepsondifferenttaskswithfoundingsubjects

    ;andthemainconcernofitishowtousethetechnicalmethodsandsolutionstooptimizeeducationprocessandget

    ;goodresultsinpracticeundertheguidanceofeducationtheories.Intheprocessofeducationandteaching ;problemsSolving,EducationalTechnologymustuserelatedtheories,methodsandtechnologies,andononehand,

    ;itmustobeytheprinciplesofeducationapplyingtheoriesofeducationintothepracticeoftechnologies;onthe

    ;otherhand,itselectstheappropriatetechnicalmethodsandsolutionsandstartstostudytheproblemsineducation

    ;andteachingpractice.Fromthispointofview,wesayEducationalTechnologyisamediumandbuildsupabridge

    ;toconnecttheeducationtheoriesandpracticethroughtechnicalmethodsandsolutions. ;EducationalTechnologyisacrossareaandonesubjectofeducationandtechnology,soitisneitherathingin

    ;„HerbertA.Simon.(1987).TheSciencesoftheArtificia1.translatedbyYishanwu.CommercePrintedH

    ouse.7.9

    ;.XungenZhang.(1998)./sEducaffo,l7.EducationPressofHubei.173.175

    ;XiuqiFeng.(20O4).PDiscipfineOrientationandSubjectConstructionofEducationTechnology.JournalofHebeiUniversity

    ;(SocialScienceVersion),Volume29(2).9-12

    ;

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    ;traditionaleducation,noranonlytechnicalartormethod.EducationalTechnologydoesnotstudythewholecontent

    ;OfeducationnordoesitstudythewholeareaofTechnology,forwhichitmerelygraspsthetheoneandpmctceof

    ;thecrossDartbetweeneducationandtechnologyandherebydrawstheboundaryofresearchandpracnceOI

    ;EducationalTechnology.Becauseofthis,therelatedknowledgeofpedagogyandtechnologyaleonlyaboutthe

    ;basictheoriesineducati0nandsonictechnologiesinEducationalTechnology,sowehavetothinkhowtousethe

    ;rle1a

    dmeories.technicalmethodsandsolutionstosolvetheproblemsineducationandInstructionwhichISthe ;keycomponentofthissubject.EducationalTechnologyisthestudyandethicalpracticeoffacilitatinglearningand

    ;improvingperformancebycreating,using,managing,appropriatetechnologicalprocessandresources? ;3.TheSignificanceofEducationalTechnologywithCorrectOrientation.

    ;Recently,thoughthedevelopmentofEducationalTechnologyandtalentscultivationgetabigprogress.itstm

    ;leRfarbehindtherequirementofoursociety,themaincausesareasfollowing:(1)Thetheoriesresearchisnotso

    ;deepandtheintroductionofforeigntacticsaremuch,butmostofthestudiesarenotprofoundandcan‟tcombine

    ;withthesituationofChinatoday;(2)ThebenefitislowatthepracticeofEducationalTechnologywhichiswith

    ;hieffortsandpoorresult,andal1theseproblemsdoexistandneedtheEducatorstoconsidercarefully.Wiminthe

    ;problems,theincorrectorientationofEducationalTechnologyinChinaisaproblemthatmainlyconcernedwith,

    ;andbywhichtheconstructionanddevelopmentofthissubjectarebeinginfluenced.Forexample,wehavenotbuilt

    ;upperfectsituationstosetupchecoursesofEducationalTechnologyandcannotreachgoalstomeettheneedof

    ;professionalcultivationindifferentlayers,andwecannotseeclearlythestatusandfunctionofEducational

    ;Technologyineducationwithitspractice.HowtofindandaddresstheorientationofEducationalTechnology

    ;correctlyandtakeupitsfunctionisahistoricalmissionforeveryeducatortoconfront.Wenowcanseethecorrect

    ;orientationforEducationalTechnologyenhancingthesubjectconstructionitselfandconcerningaboutmoretalents

    ;cultivationinthissubject,whichbringsusdeepsignificancefortheEducationalTechnologydevelopment.

    ;(1)Bydoingthesethingsmentionedabove,wecanseeitclearlyofwhatthefutureofthissubjectwouldbe ;andhowwecanreinforcetheconstructionofthesubjectitself.

    ;ToaddresstheorientationcorrectlyforEducationalTechnologyistofindoutitsownpositioninthecategory

    ;ofeducationandtoassociatetherelationshipofjtwithotherrelatedsubjects.TheEducationalTechnologytriesto

    ;usethetacticsandmethodsoftechnologytoresearchandsolvetheproblemsineducationsothatthepointswe

    ;emphasizeareaboutEducationalTechnologyisnotthesamewithEducationSociologyandEducationPsychology,

    ;andbydoingso,itprovidesusacleardirectionofwhereandhowtoconstructanddeveloptheEducational ;Technology.ThetheoriesandpracticeofEducationalTechnologyhaveemphasizedandfocusedontheadvantages

    ;andfeaturesoftechnology,bywhatwecancreate,useandmanageappreciatetechnologicalprocessandresources

    ;forlearningpromotionandtheperformanceincrease.

    ;InChina,theEducationalTechnologyfirstappearedinthelateofthirtiesat20centuries,theeducationcollege

    ;ofJiangsuprovincecreatedthefirstelectrifiededucationsubject,whichwasofthefilmsandbroadcastcollege

    ;subjectforeducationsetupinSeptemberof1936+Thenationalsocialeducationalcollegeoncefoundanelectrifled

    ;educationasacollegesubjeetinl940.Withthelimitationsfromthesociety,scienceandeducationlevelofthat

    ;time,theseinitia1creationsubjectsofEducationalTechnologywereforcedtodiminishafterawhile.IntheIate70‟s

    ;andearly8O‟sof20centuries,tomeettheneedofmodernizingeducationdevelopment,weheldupalotofclasses

    ;fonusofelectriflededucationtraininginWestNorthNormalCollege;itisin1983thatSouthChinaNormal

    ;UniversityandEastChi

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