教育技术学学科“大概念”蕴意、路径及模式  

Implications,Paths and Modes of “Big Concept” in Educational Technology

作　　者：李志河[1] 刘杜娟 王强 聂建文 林欢 LI Zhi-he;LIU Du-juan;WANG Qiang;NIE Jian-wen;LIN Huan(Institute of Information Technology and Intelligence Education,Shanxi Normal University,Linfen,Shanxi,China 041000;School of Education and Science,Sichuan Normal University,Chengdu,Sichuan,China 610066)

机构地区：[1]山西师范大学信息技术与智慧教育研究院,山西临汾041000 [2]四川师范大学教育科学学院,四川成都610066

出　　处：《现代教育技术》2022年第2期24-36,共13页Modern Educational Technology

基　　金：2021年度山西省本科教改课题“高校在线课程质量评价指标体系构建研究”(项目编号:J2021277);2021年山西师范大学教改课题“高校在线课程质量评价指标体系构建研究”(项目编号:2021JGXM-09);山西教育发展院研究重点课题“山西教育信息化研究”(项目编号:SXJYFZ2021-04)的阶段性研究成果。

摘　　要：新时代高质量教育体系的建设,要求高等教育符合学科专业标准和学生核心素养发展。文章从课程标准、专家思维、教材内容和具体实践四个方面提取路径,通过概念、主题、论题和体系结构的统合,深刻而全面地理解学科专业知识体系的内在逻辑,形成教育技术学学科"大概念"的学科体系模式、专业结构模式和课程设计模式,以此促进学生学科体系与专业知识结构的建立,从而深刻变革教育技术学学科专业的课程教学模式。The construction of a high-quality education system in the new era requires higher education to conform to discipline and specialty standards and students’ core literacy development.This paper extracted paths from four aspects of curriculum standard,experts’ thought,teaching materials content and the concrete practice.Meanwhile,through the integration of concepts,themes,topics,and system structures,it deeply and comprehensively understood the internal logic of the discipline and specialty knowledge system,which formed the subject system mode,specialty structure mode,and curriculum design mode of education technology subject “big concept”,expecting to promote the establishment of students’ discipline system and specialty knowledge structure,so as to profoundly change the curriculum teaching mode of educational technology.

关 键 词：教育技术学 学科 大概念 论题 模式 

分 类 号：G40-057[文化科学—教育学原理]