我们到底应该实现什么样的教育产业化  

What Kind of Educational Industrialization Should We Pursue at All

作　　者：杨开城 窦玲玉 张慧星 YANG Kaicheng;DOU Lingyu;ZHANG Huixing

机构地区：[1]北京师范大学教育学部,北京100875 [2]培识(北京)技术有限公司,北京100081

出　　处：《现代远程教育研究》2023年第3期47-54,共8页Modern Distance Education Research

基　　金：中国教育技术协会“十四五”规划重点课题“教育众筹式跨学科数字化课程开发的实践研究”(G007)。

摘　　要：教育产业化是一个极具争议的学术话题。经过二十多年的讨论,人们认识到教育的产业化只能是一种有限度的产业化。受旧教育学的局限和误导,以往的教育产业化虽然解决了一部分教育中的现实问题,比如经费问题,但由于将技术化的努力聚焦于学校组织而成了一种异化力量,这种异化的力量使得教育生活更加机械化、算法化。现代社会的确需要教育产业化,但它需要的是一种新型教育产业化,我们称之为教育产业化2.0。教育产业化2.0以新教育学为理论基础,是新教育学在教育实践中的自然展开。教育产业化2.0主张将教学之前的教育系统设计开发和教学之后的教育系统分析这两项工作产业化,因为这两项工作不但追求效率和质量,也需要高额的资本投入和智力投入。将二者产业化,不但不会干扰学校组织的教育功能,还会使教育实践的总体质量和效率提升,促进教育现代化的实现,进而造就更加健康、更加有活力的教育生态。Educational industrialization,a highly controversial academic issue,has been considered as limited industrialization,after more than two decades of discussion.Misled by pedagogy,previous educational industrialization has become an alienating power which makes educational life more mechanized and algorithmic because of its focusing usage of technology in schools,although it has solved some practical problems such as funding.Modern society calls for a new type of educational industrialization,named educational industrialization version 2.0,which is based on educology and is actually the natural application of educology in education.Educational industrialization version 2.0 stresses on industrializing pre-lesson design and development and post-lesson analysis of educational system,both of which not only pursues efficiency and high quality,but also needs great investment of capital and intelligence.Therefore,such industrialization would promote the efficiency and total quality of educational practice and boost educational modernization,and hence to produce more healthy and vivacious education ecology,without impeding the functions of school systems.

关 键 词：教育产业化2.0 新教育学 教育现代化 教育系统 

分 类 号：G40[文化科学—教育学原理]