论教育技术学的知识旨趣

蔡建东

（北京师范大学 知识工程研究中心，北京 100875）

    【摘要】学科理论知识性质的判断是学科研究方法问题讨论的逻辑起点。本文从教育技术学学科发展中出现的问题入手，结合实践哲学关于理论和实践关系的新认识，在理论上揭示出教育技术学要真正确立起“桥梁学科”的地位，必须着力发展“教育的技术知识”。对这种技术知识的理解，需要从科学、技术、工程三元划分的视角把握其直接面向实践的现实性。

    【关键词】教育技术；桥梁学科；教育的技术知识；现实性

    【中图分类号】G40-057

    【文献标识码】A

    【文章编号】1007-2179（2010）02-0047-05

    【作者简介】蔡建东，河南大学副教授，北京师范大学知识工程研究中心博士后（ndcaijd@163.com）。

The Knowledge Interests of Educational Technology

CAI Jiandong

(Center for Knowledge Engineering, Beijing Normal University, Beijing 100875, China)

Abstract: The judgment for the nature of discipline theory is the logical origin of the discipline study methods. This paper reviews the progression of educational technology, and the new perceptions of the correlation between theory and practice in practical philosophy, and goes on to indicate that to become a true “linking science” educational technology should develop technology expertise for education.  Such expertise can only be developed with a view towards practicality, and through the perspectives of science, technology and engineering.

Key words: educational technology; linking science; technical knowledge; reality