日本教育工学本土化创新之路研究

教育技术学是一门综合性、实践性极强的学科，也是一门多学科交叉而形成的、仍在不断发展与完善的新兴学科，其中有很多新的、尚未解决的问题，也有一些虽进行过多次解决但并未达成统一理解的问题，这时就需要一种新的理解与探讨方式，而对日本教育工学（Educational Technology）的考察不失为一种能重新认识我国教育技术学科的手段，并且中日教育技术学科交流具有深远的历史，文化具有一定的共性，而文化就是技术背后的那双无形之手。本研究主要通过文献研究法、访谈法、比较研究法，在阅读大量日本教育工学相关文献基础上，访谈了当前比较活跃的十几位日本教育工学专家，参加了与日本教育工学相关的学术年会，对日本教育工学发展的历史、理论基础、研究方法、实践领域等与国内教育技术学科建设关系最为重大的几个基本问题进行了探察，做出如下几个基本结论：第一，本书较详细地梳理了日本教育工学发展历史。将其划分为五个阶段，分别为孕育期、初创期、发展期、转换期和智能化发展时期，并在这五个历史时期中着重论述了引起日本教育工学变化的重要历史事件。尤其是日本教育工学在早期吸收与借鉴美国教育技术思想之后，对“工”的经典解读，“工”吸收了中国早期的经典哲学著作《天工开物》的哲学思想，其中上面的“一（横）”代表“天”；下面的“一（横）”代表“地”；中间的“I（竖）”表示天与地之间的连接。所以，“工”的汉字意思是连接理想（天）与现实（地）的智慧。“工”绝不是“工程学”中的“工”，而是“Technology”，在教育中提供的是一种方法，而不是把教育变成一项工程。第二，本书概括了日本教育工学理论体系构建的基本理路。日本教育工学在理论体系构建之中，注重区别“基础理论”与“理论基础”。教育工学的基础理论来源于形成教育工学的交叉性学科，这体现出了教育工学本身有一定的“依赖性”，必须粘贴在其他学科之中才能生长。而作为一门学科的“内核”即最核心的理论基础必然要有其特殊性，教育工学理论基础的特殊性就是“行为科学的人类观”，这也是教育工学区别于其他学科抑或是本学科在学术之林中立足的关键所在。并在此基础之上进一步指出，教育工学与教育学之间是一种互相协作的关系，因为教育工学研究者非常清楚，教育学是教育工学的基本骨架，离开了教育学，尤其是学科教育学，教育工学几乎就没有了所指。所以，教育工学在自身原理之下，以改善教学实践为目标，最后形成了较强的实践性学术品格。第三，本书总结出日本教育工学关于研究方法的研究是自下而上式，重视方法的哲学概括即方法论。教育工学研究者总是尝试着将其他学科研究方法的合理性“植入”，但由于教育工学本身的学科性质，对质性研究方法往往不够重视，虽也注重系统性，但并不强调系统方法是教育工学研究的独特方法。第四，本书对日本教育工学研究的十个基本领域进行了概括。教育工学作为一门实践性极强的实践性学科，一共有十个基本研究领域。分别为：认知领域、媒体领域、计算机应用领域、数据解析领域、网络教育领域、教学研究领域、教师教育研究领域、信息技术教育研究领域、教学系统设计研究领域、基本理论研究领域，等等。第五，本书通过对日本教育工学的研究，提出了中国教育技术学科未来发展的转向问题。中国教育技术研究者作为信息化时代教育改革的中坚力量，必须有一种主体的自觉。应把“和为贵，和而不同”，再加上“求同存异”作为教育技术研究的基本理念，并在不同的“研究范式”之间保留一种可沟通的“通约性”。教育技术学预想突破管理学或制度学意义上的学科而走向真正意义上的学科，研究者具有学科自觉意识显得尤为重要。学科自觉其实是学科问题意识的不断增强，然而问题意识的不断增强未必能很好地转化为理论自觉，而只有理论自觉的形成才能构造出“中国道路”或“中国模式”。中国教育技术学在学科转型的过程中，不能只凭借依附而缺乏文化的引导，应让中国的文化融入教育技术学科的整体“灵魂”之中，在中国文化基因的“遗传”下，融合成真正意义上的中国教育技术学科之魂魄，而如今中国教育技术学科最尴尬的境地就是“中国元素”的缺失，而这需要靠中国教育技术研究者自己的“启蒙”来完成。总之，本研究试着提出了一个对教育技术研究者和教育技术学科决策者有用的，在文化全球化背景下理解教育技术学科基本问题的框架。对于其意义和实用价值不在于其研究结果是否真正解决了教育技术学科中存在的诸多问题，它显然做不到这一点，也可能这些问题如“哥德巴赫猜想”一样根本无法解决，而在于它是否能提供一个比其他任何可供选择的解释范式更加有意义和更有用处的国际化比较视角。关键词：日本 教育工学 教育技术学 学科ABSTRACTEducation Technology is a comprehensive and highly practical discipline,it's also an emerging and sustainable multidiscipline which is developing and perfecting.There existing many new unresolved issues,although some issues were resolved but have not reached a unified understanding.By now we require a new way of understanding and discussion,and hence the investigation of Educational Technology（Japan）as a means of understanding our Education Technology disciplines afresh.On account of the long history of the exchange of Education Technology disciplines between China and Japan,as well as the universality of cultures serving as an invisible hand behind technology.Through a lot of Japanese Educational Technology literature,this study mainly interviews about a dozen current active Japanese Educational Technology experts,participates in related Japanese Education Technology Academic Conference,and explores some basic issues,such as:the history of Japanese Educational Technology development,theoretical basis,research methods as well as practice areas,which share close relationship with a series of important fundamental issues in domestic Education Technology disciplines construction and to sum up,comes to the following conclusions：First,this thesis combs the development history of Japanese Education al Technology in a detailed way,which is divided into five stages,namely the induction stage,the start-up stage,the development stage,the conversional stage and intelligent development stage,focusing on the discussion of the significant historical events leading to the changes in Japanese education.Especially in early stages,after absorbing and learning from the American Educational Technology,as well as the classic interpretation of“Technology”,“Technology”absorbed the philosophical thought from“Heavenly Creations”,an early classical Chinese philosophical work.In the Chinese character“Technology”,the above horizontal line stands for“Heaven”;the other horizontal line stands for“Earth”and in the middle the vertical line indicates the connection between heaven and earth.Therefore,the Chinese meaning of“Technology”shows the wisdom which connects ideal（the heaven）and reality（the earth）.“Technology”doesn't mean“Engineering”but“Technology”,which provides a kind of method in education,instead of putting education into a project.Second,this thesis outlines the basic thoughts in constructing the theoretical system of Japanese Educational Technology.In building theoretical system of Japanese Educational Technology,special attention is paid to distinguish“basic theory”from“theoretical basis.”The basic theories of Japanese Education Technology derived from the interlaced disciplines in forming Education Technology,which reflects that there is dependency in educational technology itself to a certain degree,and it is attached to other disciplines in order to develop.However,as the“kernel”of one discipline,the essential theoretical basis necessarily has its own peculiarities,which means“human concept in behavioral science”,which is the key difference from other disciplines,or even in academia.And based on the above view,the study further points out the cooperative relationship between Educational Technology and Pedagogy,because educational technology researchers are very clear that Pedagogy is the framework of educational technology,therefore,if de taching from Pedagogy,especially discipline Pedagogy,educational technology will be meaningless.Therefore,according to its own theories and with the goal of improving teaching practices,Education Technology finally formed certain academic characters.Third,this paper summarizes that the Japanese Educational Technology is researched from the bottom up,moreover,the philosophical generalization-methodology is highly emphasized.Educational Technology researchers always try to“implant”other research methods of other disciplines in a rational way,but due to the nature of educational technology itself,the qualitative research approach sees an insufficient commitment,in spite of paying emphasis to systematicness,but not regarding systematic method as a unique way of education technology research.Fourth,the ten basic areas of Japanese Educational Technology are summarized.As a highly practical discipline,Educational Technology owns a total of ten basic research fields.Respectively they are cognitive domain,the media sector,computer applications,data analysis field,network education,teaching and research,teacher education and research,information technology education research,instructional systems design research,basic theoretical research in the field,etc..Fifth,the thesis puts forward the future steering issue in the development of Chinese Educational Technology after studying the Japanese Educational Technology.As the backbone of the educational reform in the information age,the Chinese Educational Technology researchers must have a subjective consciousness.The fundamental philosophy of Educational Technology should be concluded as“Harmony is most valuable,”“Seek harmony in diversity”,coupled with“Seek common ground while reserving differences”,and to retain a communicative“commensurability”between different research paradigms.If Educational Technology anticipated to break through management science or institutional science and move towards the real sense of discipline,it's very significant for academic researchers to hold disciplinary awareness,which means the consciousness of problems is increasingly enhancing,however,this consciousness of problems may not necessarily convert to theoretical consciousness,so in the end,only the formation of theoretical consciousness is able to construct the“Chinese way”or“China model”.Additionally,in the process of transformation for Chinese Educational Technology discipline,Chinese culture should be integrated into the whole“soul”of Educational Technology disciplines,with the inherence of Chinese culture genes,and compounds true sense of China Educational Technology,not just by virtue of dependency and lack of cultural guidance.Moreover,at present,the most embarrassing condition is the loss of“Chinese elements”in Chinese Educational Technology discipline,which demand the“enlightenment”of Chinese educational technology researchers themselves to accomplish.In a word,this study try to put forward a framework which is usefulfor Education Technology researchers and Education Technology decision makers to understand the basic issues of Education Technology in the context of cultural globalization.Its significance and usefulness don't lie in whether the study really solves the problems existing in the Education Technology discipline,apparently it can't work it out,and probably those issues never be solved as the“Goldbach Conjecture”.Therefore its significance rests with a more meaningful and globalized comparative perspective provided in the thesis comparing to any other alternative interpretative paradigms.Key Words: Japan Education Technology（Japan）Education Technology Discipline

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