教育工学探索的历史回顾  

A Historical Review of the Exploration of Educational Engineerin

作　　者：刘庆昌[1] LIU Qing-chang(College of Education Science,Shanxi University,Taiyuan,Shanxi 030006,China)

机构地区：[1]山西大学教育科学学院,太原030006

出　　处：《山西师大学报（社会科学版）》2024年第4期8-18,共11页Journal of Shanxi Normal University(Social Science Edition)

摘　　要：工程思维和实践的历史源远流长,但人类的工程思想和智慧对于教育系统,尤其是对于教育活动系统而言,至今也不能说已经成为普遍的事实。教育工学是工程思想和智慧在教育领域的应用,它追求教育实践的积极改变,并为教育理论走向实践铺设道路,为教育实践经验的理论提升架设桥梁。这种意义上的教育工学,就只能从20世纪说起。一百多年来,近似于教育工学的探索整体上未能走向教育领域的中心,但一路走来还是留下了一系列宝贵的成果,按照时间的顺序主要有杜威的“连接科学”观念、查特斯的“教育工程”思想、加涅的教学设计理论和日本的教育工学研究。我国的教育工学探索起步较晚,但独具个性,对教育的高质量发展具有积极的支持作用。Engineering thought and practice have a long history,but human engineering thought and wisdom can not be said to have become a universal fact for the education system,especially for the educational activity sys-tem.Educational engineering is the application of engineering ideas and wisdom in the field of education,which pursues the positive change of educational practice,paves the way for educational theory to practice,and builds a bridge for the theoretical improvement of educational practical experience.Educational engineering in this sense can only start from the 20th century.For more than 100 years,the exploration of educational engineering has failed to reach the center of the education field as a whole,but a series of valuable achievements have been left along the way,mainly including Deweys concept of linking science,Chartersthought of educational engineering,Gagnes theory of instructional design and Japans research on educational engineering in the order of time.The exploration of educational engineering in China started late,but it has a unique character and plays a positive role in supporting the high-quality development of education.

关 键 词：教育工学 连接科学 教学设计 教育理论 教育实践 

分 类 号：G642[文化科学—高等教育学]