民国时期电化教育学术研究的发展演变  

Development and Evolution of Academic Research on Audio-visual Education in The Republic of China

作　　者：赵厚福[1] ZHAO Houfu(School of Educational Technology,Northwest Normal University,Lanzhou Gansu 730070)

机构地区：[1]西北师范大学教育技术学院,甘肃兰州730070

出　　处：《电化教育研究》2020年第6期120-128,共9页E-education Research

摘　　要：文章聚焦民国时期电化教育学术发展,梳理发展脉络,总结学术发展规律。通过对从网络数据库、其他研究者以及实体图书馆等渠道收集的民国时期有关电化教育的期刊、著作、报告以及政府文件等史料的分析和解读,认为民国时期我国电化教育学术研究经历了幻灯教学理论的形成(1912—1932年)、中国特色五论电影教育理论体系的形成(1932—1937年)、中国独特电化教育学术领域的形成(1937—1949年)三个发展阶段;是由幻灯、电影和播音技术推动的,由价值论、方法论和本体论构成的研究螺旋;技术更新与进步、教育思潮和理念的涌现、电化教育的实践需求是学术发展的三个动力;体现出紧扣国家社会需求、注重实践研究、具有国际视野和历史自觉四个方面的特点。This research focuses on the academic development of audio-visual education in the Republic of China,combing through the veins of development and summarizing the laws of academic development.Through the analysis and interpretation of historical materials such as journals,writings,reports and government documents on audio-visual education collected from online databases,other researchers and physical libraries in the Republic of China.It is concluded that the academic research on audio-visual education in the Republic of China has experienced three stages:the formation of the teaching theory of slide show(1912-1932),the formation of the five theories of film education with Chinese characteristics(1932-1937),and the formation of the unique academic field of audio-visual education in China(1937-1949).It is a research spiral driven by slides,films and broadcast technology,and consists of value theory,methodology and ontology.Technological renewal and progress,the emergence of educational ideas and concepts,and the practical needs of audio-visual education are the three driving forces of academic development.It is characterized by a strong focus on the needs of national society,practical research,an international vision and historical consciousness.

关 键 词：民国时期 电化教育 学术发展 学术结构 学术动力 学术特点 

分 类 号：G434[文化科学—教育学]