教育技术学科的独立性与开放性—斯坦福大学学习科学兴起引发的思考

Independent Development and Collaborative Innovation of the Educational Technology Discipline: Perspectives Sparked by the Development of the Learning Sciences and Technology Design Program at Stanford University

斯坦福大学学习科学与技术设计学科点在短短十多年间的发展成就令人曦目。本文首先回顾了该学科点沿着学习科学方向发展的历史;其次分析其兴起的学科背景,即学习科学在研究视角、研究方法以及技术对学习的釗新作用方面的认识更加符合数字化知识经济时代人类学习研究的要求,因而比教育技术的研究更为教育界关注和认可;最后讨论了在学习科学兴起的背景之下教育技术学科如何发展的问题。教育技术学科应当珍惜自身的发展历史,充分肯定自己理论体系和实践规范的独特价值,同时带着足够的自信充分借鉴学习科学的新思路和新方法,开放共贏、合作创新。

The Learning Sciences and Technology Design Program at Stanford University has made remarkable achievments over the past ten years. This paper firstly reviews the learning-science-driven development history of this program. Then it analyses the background in which the program has grown up-the research field of learning sciences shows a better understanding of the research perspectives, approaches and technology's innovational impact on learning, which fulfill requirements of research on how people learn in the digitalized knowledge economy society, and thus the learning sciences gain wider attention and recognition in the education than the educational technology. Finally, it discusses how the educational technology can better deal with the challenge from the learning science. Educational technology should cherish its own history, and fully acknowledge the distinctive value of its own theoretical system and educational practice, meanwhile, Education thechnoloy should assimiliate new perspectives and new approaches from the learning sciences with full confidence in order to achieve the innovation and mutual benefits.