生态学视角下哈佛大学教育技术课程设置审视

摘要

课程及其设置映射着社会对人才的需求和定位，承载着一个学科的逻辑知识体系。它与人才培养定位、科学研究、社会服务等大学功能要素以及社会有着紧密的联系，理应从发展的、联系的、动态的生态学视角研究课程设置问题。然而我国当前对教育技术课程设置的研究多停留在单一、表层的“信息提供型”借鉴研究，且主要以美国高校的教育技术课程设置经验为参照，既没有深入考虑不同社会环境和文化境遇对教育技术课程设置的影响，也没有对中国教育技术当下需求与美国教育技术课程设置经验何以与本土耦合的问题进行关照，这使得我国的教育技术人才培养和学科发展越来越衰弱。生态学视域为我们重新审视教育技术课程设置问题提供了新的思路。在这一分析视角的关照下，课程设置问题应纳入由科学研究、人才培养、社会服务、文化传承与创新、政治、经济等因素组成的大学生态系统中进行整体考察。这正是哈佛大学教育技术课程设置成功的关键所在。我国的教育技术课程设置应跳出原有思维的羁绊，努力做到既能关照社会、科研与服务，又能彰显社会需求，契合人才培养定位；既能凸显思维能力培养，又能关照实践技能提升。%The curriculum reflects the social requirements of talents, and carries the logical knowledge system of a discipline. It is closely associated with such functional elements as personnel training orientation, scientific research, social services of a university, and the society. However, the current research into the educational technology curriculum stays at a single, surface and "information provided" reference stage, which mainly takes the educational technology curriculum of American colleges and universities as a reference. It considers neither the influence of different social environments and cultural situation on the educational technology curriculum, nor the coupling of the current needs of Chinese educational technology and the experience of American educational technology curriculum, which makes the educational technology personal training and discipline development of our country weaker and weaker. Ecological perspective provides us a new idea of re-thinking the educational technology curriculum. From ecological perspective, the issue of curriculum should be considered in the university ecosystem which is composed of scientific research, personnel training, social services, cultural inheritance and innovation, politics, economy and so on. This is the key to the success of education technology curriculum in Harvard University. The educational technology curriculum of our country should break the restriction of the previous mind, striving to not only consider the society, scientific research and service, but also reflects the social needs, in accordance with the personal training orientation. In addition, it should not only highlight the cultivation of thinking ability, but also involve the promotion of practice skills.