摘要
信息技术的教学价值已经得到了人们的广泛认可。但长期以来,受到政府的重视、媒体的追捧、学校的热衷、教师的期望和话语权的争夺等因素影响,人们似乎已经认为技术进入教学的"价值体现"是必然的。然而在具体教学情境中,技术进入教学具有积极价值的同时也可能存在着负面效应。研究从技术哲学、教育哲学和教育技术三个视角辩证分析信息技术教学价值的双重性,基于对课堂的观察和学校的调研探讨技术应用的伦理失范及主要归因,阐明技术进入教学的伦理实现机制,并从提升技术主体的伦理素养、建立技术应用的伦理制度、开展技术应用的伦理评价等方面构建技术应用的伦理实现路径。
The teaching value of Information Technology has been widely recognized by people. But for a long time, affected by the attention of government, the enthusiasm of Medias, the passion of schools, expectations of teachers and the contention of discourse power, etc. , people seem to think the ＂value embodiment＂ of technology entering into teaching is inevitable. However, in the specific teaching situation, technology entering into teaching has positive value, but also may have negative effects. The study dialectically ana- lyzes the dual nature of Information Technology＇teaching value from three perspectives in Philosophy of Technology, Philosophy of Edu- cation and Educational Technology, explores the Ethical Anomie of technology application and its main attributions, based on the obser- vation of classrooms and the investigation of schools, and establishes the ethical path of technology application from enhancing the eth- ics accomplishments of technology subjects, establishing the ethical system of technology application, conducting the ethical evaluation of technology application, etc.
出处
《现代远距离教育》
CSSCI
2016年第5期70-76,共7页
Modern Distance Education
基金
湖北省信息化与基础教育均衡发展协同创新中心2013年度项目"信息化环境下的教学方式变革研究"
关键词
信息技术
技术进入教学
价值辩证
伦理失范
伦理实现
Information technology
Technology entering into teaching
Value dialectic
Ethics anomie
Ethics realization
