教育技术发展历史划分方式简析  

An Elementary Analysis of the History Division Method of Educational Technology

作　　者：纪丹丹[1] 解继丽[1] 高飞[1] 余诗佳 

机构地区：[1]云南师范大学,云南昆明650000

出　　处：《楚雄师范学院学报》2016年第6期99-104,共6页Journal of Chuxiong Normal University

摘　　要：教育技术学作为一个年轻而发展迅速的领域和学科,从诞生到现在近100年的历史里,不同时期的代表人物、事件、学术团体、技术媒体、思想纷争纷繁复杂。本文对现有教育技术历史的不同划分方式进行了重新解读和判别分析,甄选和组织了一个相对合理的划分方式。指出教育技术在不同时期,不同国家发展的特点和内涵,使其更加简明、清晰地反映出教育技术从诞生、发展到走向成熟的整体发展历程。Educational technology is a young but fast - growing research domain and disciplinary field. In its 100 years of development since its birth, it has witnessed a number of figures, academic groups, technology media, schools of thought and undergone many events. This paper first re - interprets, discrimi- nates and analyzes different methods of dividing the history of educational technology, then proceeds to se- lect and organize a comparatively reasonable division method to identify the characteristics and connotation of educational technology at different historical periods and in different countries that can more concisely and clearly reflect the overall evolution of educational technology from its birth, development to maturity.

关 键 词：美国教育技术 中国电化教育 发展历史 划分方式 

分 类 号：G43[文化科学—教育学]