华东师范大学学报(教育科学版) ›› 2019, Vol. 37 ›› Issue (5): 17-25.doi: 10.16382/j.cnki.1000-5560.2019.05.002

• 专题:信息技术时代的教育学理论重建 • 上一篇    下一篇

信息技术的教育理论意蕴及其限度

李云星, 王良辉, 周跃良   

  1. 浙江师范大学教师教育学院, 浙江金华 321004
  • 出版日期:2019-09-20 发布日期:2019-09-11
  • 基金资助:
    浙江省哲学社会科学规划课题"教育中技术运行机制的经验研究"(19NDJC252YB)。

Implication and Limits of Information Technology and Educational Theory

Li Yunxing, Wang Lianghui, Zhou Yueliang   

  1. College of Teacher Education, Zhejiang Normal University, Jinhua, Zhejiang 321004, China
  • Online:2019-09-20 Published:2019-09-11

摘要: 技术不仅关涉教育活动,也形塑、影响着教育理论生产。信息技术变革了教育实践形态,提供了一种不同于表征认识论的新学校教育认识论,并革新着教育知识生产的逻辑,从而具有深刻的教育理论意蕴。技术内在目的的消解使得信息技术存在教育价值限度,技术二元性则内生了信息技术的教育限度与伦理挑战。面向信息技术的教育理论重建,需确立"人的生命成长"价值尺度,保持教育的开放性,以解决、回应信息技术的教育理论限度问题。

关键词: 信息技术, 教育理论, 连接主义, 价值尺度

Abstract: Technology is not only related to education, but also shapes the production of educational theory. Information technology has changed the form of educational practice, provided a new school education epistemology different from the representation epistemology, and revolutionized the logic of educational knowledge production, thus having a profound implication for educational theory. The disappearance of the intrinsic purpose of technology leads to the limits of educational value in information technology, and the duality of technology inherently embodies educational limits and ethical challenges of information technology. The reconstruction of educational theory toward information technology should establish the value scale of "human life growth" and maintain the openness of education. This can help solve and respond to the limits of information technology and educational theory.

Key words: information technology, educational theory, connectivism, value scale