回归本质：教育技术学本科专业教育人才观

毛慧娟 张伟平

摘 要 我国教育技术学本科专业的人才培养存在诸多问题，对“教育技术”的误解、学生就业前景堪忧、重科研轻教学、重理论轻实践等问题影响着本科人才的培养。文章提出教育人才观，倡导回归到教育技术的本质，改变目前我国大多数本科专业过于注重技术的现状，培养能够胜任教育类工作的本科毕业生。教育人才观是以“教育技术”的本质、教育技术学知识构成理论和现代大学理念为依据提出来的，认为教育技术本科应该培养具备扎实教育学理论基础、能够运用理论知识分析教育现象、善于思考教育问题的人才，而不是技术应用型人才，只知道“做”而不知道“思”。文章依据教育人才观对教育技术学本科的课程设置和教学变革提出了若干建议。

关键词 教育技术学 本科专业 教育人才观

中图分类号：G642 文献标识码：A DOI：10.16400/j.cnki.kjdks.2018.09.004

Abstract There are many problems in the cultivation of undergraduate majors in educational technology in China. The misunderstanding of "educational technology"， the worrying prospects of students' employment， the emphasis on scientific research and light teaching， and the emphasis on theory and practice have affected the cultivation of undergraduate talents. The article puts forward the concept of educational talents， advocates returning to the essence of educational technology， and changes the current situation that most undergraduate majors in China pay too much attention to technology and cultivate undergraduate graduates who are qualified for education. The concept of educational talents is based on the essence of "educational technology"， the theory of educational technology and the theory of modern universities. It is believed that the undergraduate of educational technology should cultivate a theoretical foundation with solid pedagogy， be able to use theoretical knowledge to analyze educational phenomena， and be good at talents who think about education issues， not technology-application talents， only know "do" and not "think." The article puts forward some suggestions on the curriculum and teaching reform of the undergraduate course of educational technology based on the concept of educational talents.

Keywords educational technology； undergraduate professional； educational talent concept

我國教育技术学本科专业始于二十世纪八十年代，华南师范大学于1983年开设电化教育本科专业，华东师范大学于同年开设教育电子技术本科专业。随后我国多所师范大学相继开设教育技术学专科和本科专业。30余年里，教育技术学专业变化巨大，在本科专业数、招生人数和师资力量等方面有长足的发展，但在表面繁荣的背后却隐藏着许多问题。教育技术学作为教育学科下的二级学科，理应面向教育行业培养教育人才，但由于业界普遍存在对“教育技术”本质理解的偏差、教育技术学科定位的偏差，对本科生强调技术应用型人才的培养，过于注重技术能力，教育学理论基础薄弱，有必要从思想观念上正本清源，回归到教育人才培养的正轨上来。……