美国绩效技术:定位、现状与人才培养——访美国绩效技术领域七学者  

Positioning,Status-quo and Professional Development of Human Performance Technology: An Interview with Experts in the United States

作　　者：方圆媛[1] 刘美凤[2] 

机构地区：[1]中央电化教育馆资源服务部 [2]北京师范大学教育学部教育技术学院

出　　处：《开放教育研究》2012年第1期60-67,共8页Open Education Research

摘　　要：绩效技术诞生于20世纪60-70年代美国的教育技术领域,由于其提高组织绩效的独特视角与成效,近年来备受关注。在我国,绩效技术一直是教育技术领域的研究热点。我们引入了一些相关理论,也开始在实践中探索理论的应用,以期将有关理论与方法本土化,从而适合我国实际。为此,深刻理解绩效技术,追踪其在美国的发展现状与趋势对在我国发展绩效技术有着重要的意义。就美国绩效技术领域的现状、发展以及人才培养的有关问题,我们陆续对大洋彼岸的美国绩效技术领域的学者与实践人员,包括托马斯.M.树文、罗杰.考夫曼等七位学者进行了访谈,以期从不同专家的观点中获得对绩效技术更为全面的认识。Human Performance Technology （HPT） originated in the 1960s to 1970s, and has gained wide attentions from both research and practice since then, for its special perspectives and effects in improving organization＇s performance. In China, HPT has always been the hot topic in the field of educational technology. Related theories were brought in and tested in real practice; theories and methods were then localized, so as to pave the way for HPT＇s suc- cessful implementation in various organizations in China. For this reason, having a deeper understanding of HPT and tracing the status-quo and future trends are crucial for its further development in China. In order to understand the po- sitioning, the status-quo, and talents of HPT in the U. S. , we successively interviewed seven HPT experts （ scholars and practitioners ） including Thomas M Schwen, Roger Kaufman, Charlie Wang, Anthony Marker, Linda Huglin, Jason Lei and Jingli Chen to help readers have complete understandings of the experts＂ views.

关 键 词：绩效技术 教育技术 定位 现状 人才培养 

分 类 号：G40-057[文化科学—教育学原理]