教育技术研究的思维僭越

The Arrogation of Thinking on Educational Technology Research

教育技术研究领域一直存在理论研究与应用研究两种倾向之间的争论，该文通过分析提出两种研究倾向的争论源于教育技术研究中的理论思维僭越与工程思维僭越。要解决这一争论，教育技术学科内部要具有自我意识，教育技术理论研究者要专注于理论研究，产生新的教育技术知识，教育技术应用研究者要专注于工程，实现应用效果最大化。教育技术研究领域中理论与实践的连接主要表现为两个方面，一是在做教育技术应用研究时，可以选择各种有利于工程目标实现的理论来综合应用，而非拿着某个单一的理论来做逻辑演绎和推导，二是在做教育技术理论研究时，可以从各种教育技术应用中汲取理论素材，但不能完全沉溺于教育技术应用的经验之中，而是要确保所构建的理论从前提到结论之间的逻辑严密性。

In the field of educational technology has always existed debate between the research tendency of educational technologytheory and the research tendency of educational technology practice. This paper proposes that the debate between two tendenciesoriginate from the arrogation of Theory-thinking and Engineering-thinking in the research area of educational technology by analysis.In order to eliminate this debate， the educational technology subject should have internal self consciousness. The researchers oneducational technology theory should focus on theoretical research and produce new knowledge of educational technology. Theresearchers on educational technology practice should focus on engineering application and to achieve maximum effect. There are twoaspects in the connection between theories and practices in the field of educational technology. One is that when we do the researchof educational technology practice， we can select all kinds of theories good for engineering goals to use synthetically， but not use onesingle theory to do logical deduction or inference. The other is that when we do the research of educational technology theory， we canselect theory materials from educational technology practices， and make sure that the theory constructed by us is logical in the pathviewed from premises to conclusions， rather than indulge in the experiences of educational technology practices.