我国师范院校教育技术学\r学科建设：现状与反思

Construction of Educational Technology Discipline of Normal Colleges and Universities: Present Situation and Reflection

从20世纪90年代以来，伴随信息化的迅速发展，教育技术学科也经历了探索、发展与冷思考状态。国家中长期教育改革和发展规划纲要(2010－2020年)明确指出，通过教育的信息化带动教育的现代化又让我们学科面临新的机遇和挑战。我们在对全国十所高校的教育技术学本科生培养计划、专业建设和全国本专业研究生招生与就业情况做了深入的统计与分析基础之上，结合安徽省教育技术学专业发展的个案以及近十几年来的我国教育信息化政策研读，分别从培养方向、培养目标和就业去向三个维度在现状与现实中探究本学科建设问题。与此同时，我们分别就专业目标的时代性与前瞻性，课程设置的规范性与特色，学科内涵的理论性与实践性以及专业特色的技术性与融合性四个方面做出了理性思考，旨在推进我国的教育技术学学科走向科学化、专业化、特色化。

Since the 1990s， with the rapid development of IT， educational technology discipline has experienced exploration， development and reflections. National Outline for Medium and Long Term Education Reform and Development (for 2010-2020) make clear that“simulating education modernization with ICT in education”， construction of educational technology discipline is facing new opportunities and challenges. According to the development of educational technology professional in Anhui Province and study on education informatization policy in China for more than ten years， we make the statistics and in-depth analysis on the undergraduate training plan， construction of educational technology discipline and graduate enrollment and employment in ten colleges of education technology. Then we explore the problem of discipline construction in three dimensions from the direction， goals and employment. At the same time， we have made four rational thinking: age and forward-looking of professional goals， standardization and characteristics of curriculum， the theory and practice of connotation， technical and integration of discipline. We hope to promote our country's education technology subject to scientific， professional and characterization.