新时代教育技术学专业人才画像  

Portrait of Educational Technology Talents in the New Era

作　　者：李芒[1] 杨宇轩 段冬新 LI Mang;YANG Yuxuan;DUAN Dongxin(Research Center for Basic Theories of Educational Technology,Beijing Normal University,Beijing 100875)

机构地区：[1]北京师范大学教育技术基本理论研究中心,北京100875

出　　处：《电化教育研究》2024年第9期90-96,共7页E-education Research

基　　金：全国教育科学“十三五”规划2018年度国家一般课题“大学教学现代化的战略愿景与理论创新研究”(课题编号:BCA180085)。

摘　　要：长期以来,教育技术学科深陷人才培养囹圄,主要表现为培养目标模糊、课程区分度差、体系设置庞杂、教学水平低下,致使学生既无较高理论水平,也不擅长使用工具,“硬”不行,“软”也不行,“理”更不行,毫无专业优势,不具备不可替代性,从而背离社会和学科需求。为解决人才培养诘难,必须关注教育技术学专业人才培养效能,必须回归教育技术学的人才本原,以明晰培养什么人。教育技术学专业鲜明的工具性特征要求学生采取双向度的发展策略,以全面发展为宗旨,以学科优势为特色,充分发挥个体专长,依个人旨趣进行相对分工,最终力求成长为教育技术“完人”。The discipline of educational technology has been trapped in the talent training for a long time,mainly manifested in vague training objectives,poor curriculum differentiation,complex system settings,and low teaching levels.As a result,students lack both a high level of theoretical knowledge and proficiency in tool use.They are not competent in"hard skills","soft skills"or"theoretical understanding",and they have no professional advantages and lack irreplaceability,thus deviating from the needs of society and the discipline.In order to solve the problem of talent training,it is essential to focus on the efficiency of talent training in educational technology,and return to the origin of talents in educational technology,so as to clarify what kind of talents should be cultivated.The distinctive instrumental characteristics of educational technology require students to adopt a two-way development strategy,with the purpose of comprehensive development,featuring the strengths of the discipline,fully leveraging individual expertise,and relatively dividing up the work according to personal interests,and ultimately striving to grow up to be a"perfect person"in educational technology.

关 键 词：教育技术人才 人才培养 人才画像 全面发展 相对分工 

分 类 号：G434[文化科学—教育学]