从教育社会学视角看基础教育信息化的负面社会影响  

Review the Negative Social Influence of Basic Education Information from the Sociology of Education

作　　者：柳春艳[1] 傅钢善[2] 

机构地区：[1]兰州大学教育学院,甘肃兰州730000 [2]陕西师范大学教育学院,陕西西安710062

出　　处：《现代教育技术》2015年第6期31-37,共7页Modern Educational Technology

基　　金：兰州大学中央高校基本科研业务费专项资金"西北地区基础教育信息化运营负效应及其社会影响研究"(项目编号:14LZUJBWZY014)的研究成果

摘　　要：基础教育信息化的推进为基础教育带来了全新的挑战,取得了一定成效,也引发了一些思考。针对这一现状,文章通过借鉴教育社会学理论,对基础教育信息化负面社会影响的产生缘由、表象、实质及应对策略进行了研究。文章认为,基础教育信息化的负面社会影响主要表现在资源布局失衡、素养培养失效、应用整合失业和监管机制失职四个方面,并针对信息技术教育的终极目标从道德的全面教育、技术的理性教育、文化的形体教育以及知识的社会教育四个角度提出了应对策略。Basic education information has brought new challenges and achieved some progress, but also provoked some thinking to basic education. In such status quo, the paper attempts to investigate the reason, appearance, essence and coping strategies of the negative social influence of basic education information from sociological theory of education. This paper thinks that the negative social influence of basic education information mainly manifests in the aspects of imbalanced resource distribution, disabled literacy training, unemployed application integrated, the delinquent regulation mechanism. At last, the paper presents coping strategies from moral comprehensive education, technology rational education, cultural physical education, intellective social education in order to achieve the highest goal of information technology.

关 键 词：教育社会学 基础教育信息化 社会影响 

分 类 号：G40-057[文化科学—教育学原理]