教学技术的价值悖论及其人文规约  

Value Paradox and Humanistic Disciplining of Educational Technologies

作　　者：付强[1] FU Qiang

机构地区：[1]济南大学高等教育研究院,山东济南250022

出　　处：《济南大学学报（社会科学版）》2020年第5期118-127,159,160,共12页Journal of University of Jinan:Social Science Edition

摘　　要：技术时代的教育不断被各种技术所渗透,物化或智能形态的教学技术在提升教学效率的同时,往往使教学偏离本真意蕴,教学有陷入技术悖论的困境危险,对教学技术的人文规约正是对教学技术中教师、学生等主体的价值存在和技术中教学意义的重新审视。教师作为教学技术的实施者,摒弃功利的技术理性,充分发挥教学智慧,激发师生的生命活力,追求一种充盈个性、发挥人的主体性、自主性的教学境界,为教学寻找一个意义,寻找一个比教学行为本身更高的意义。Education in this era of technology is significantly influenced by all kinds of technologies.Objectified or intelligently transformed educational technologies may promote teaching efficiency,yet these technologies also tend to derail education to the trap of technological paradox.The humanistic discipling of educational technologies reexamines the value of teachers and students in educational technologies and the significance of teaching in technologies.Teachers,as the implementers of educational technologies,shall reject the utilitarian power of technology,resort to wisdom through practice,stimulate the vitality of students and themselves,and pursue the full functioning of individuality,subjectivity and autonomy to look for a significance of education higher than teaching practice itself.

关 键 词：教学技术 价值悖论 人文规约 

分 类 号：G420[文化科学—课程与教学论]