论教育技术学的简洁定义与研究重心的转移

Expounding Educational Technology Laconic Definition and the Transfer of Disciplinary Research Pivots

文章阐述教育技术学的简洁定义与研究重心的转移。首先，从日本教育工学谈起，指出学科定义变迁以及坂元昂教授对教育工学的理解。其次，参考坂元昂教育工学理论模型图，归纳教育技术学理论模型——教育技术圆柱体，并概括学科简洁定义——教育技术学是支援学习资源的理论与实践。再次，说明简洁定义不提及“支援学习过程”的缘故。最后，从理论模型、简洁定义的角度，审视学科研究以促成研究重心的转移。

This article describes Educational Technology laconic definition and the transfer of disciplinary research pivots. First, it indicates from Japanese Educational Technology also called Educational Engineering, pointing out that the disciplinary definition is changing in three decades. Meanwhile, it dissertates Professor Takashi Sakamoto’s understanding about Educational Technology. Second, it takes Takashi Sakamoto’s disciplinary theoretical model as a reference, generalizing a new disciplinary theoretical model, namely, Educational Technology Cylinder. Besides, it elaborates briefly a laconic disciplinary definition, namely, Educational Technology is the theory and practice of aiding resources for learning. Thirdly, it describes the reason that the laconic definition doesn’t mention "aiding processes for learning". Finally, it expounds that Educational Technology theoretical model and laconic definition plays an important role in contributing to the transfer of disciplinary research pivots.