AECT2017定义与评析——兼论AECT教育技术定义的历史演进  

AECT2017 Definition and Analysis——A Discussion on Historical Evolution of Definition of Educational Technology

作　　者：李海峰[1] 王炜[1] 吴曦[1] LI Haifeng;WANG Wei;WU Xi(School of Educational Science,Xinjiang Normal University,Urumqi Xinjiang 830017)

机构地区：[1]新疆师范大学教育科学学院,新疆乌鲁木齐830017

出　　处：《电化教育研究》2018年第8期21-26,共6页E-education Research

基　　金：全国教育科学十三五规划2017年度国家重点课题"少数民族学生学习掌握国家通用语言文字的规律和策略研究"(课题编号:AMA170012);新疆普通高校人文社会科学重点研究基地"新疆教师教育研究中心"资助

摘　　要：美国教育传播与技术协会于2017年12月发布了教育技术新定义。AECT2017定义突出强调了教育技术"应用"的基本指向,确定了理论、研究与最佳方案的基本研究范畴。研究对象从对过程和资源的技术性关注转向了"教与学"的管窥,研究内容从资源本身的设计、开发、管理和应用转向了策略设计、管理与实施三个维度,研究目的从宏观的学习关注转向了更加具体的"提升知识、调节与促进学习和绩效"的基本旨趣。AECT2017定义与以往定义相比,最突出的特征是对"学与教""高级知识"以及"应用"等方面的关切。新定义可为我国教育技术的研究提供借鉴。Association for Educational Communications Technology proposed the new definition of educational technology in December 2017. The definition of AECT2017 highlights the ＂applied＂ orientation of educational technology and defines the basic research areas of theory, research and best solutions. The research object has shifted from a technical focus on processes and resources to a ＂teaching and learning＂ perspective. The research content has changed from the design, development, management and application of resources to three dimensions of policy design, management and implementation. The research purpose has moved from macroscopic learning to a more specific interest to ＂improving knowledge, regulating and promoting learning and performance＂. Compared with previous definitions, the most prominent features of AECT2017 definition are its concerns about ＂learning and teaching＂, ＂advanced knowledge＂ and ＂application＂. The new definition can provide reference for the research of educational technology in China.

关 键 词：AECT2017定义 教育技术定义 教育传播与技术协会 教育技术学 教育技术定义比较 

分 类 号：G434[文化科学—教育学]