教育技术定义：争论与解读

Definition of Educational Technology: Controversy and Analysis

国内外关于教育技术的定义大致可以分为三大类：理论与实践、狭义与广义、要素与活动，并存在诸多争论和一些混乱的现象，但是这种混乱，很多时候是由于我们的误解或使用不当引起的，体现了一个学科初创阶段的典型特征。其实，每一种定义的提出都有其特定的角度、背景和适用场合。本研究依托分析教育哲学，从约定性定义、描述性定义和计划性定义出发理性地认识形形色色的教育技术的定义。这种开放而理性的思维方式有助于我们逃离狭隘的、就概念论概念的争执，使我们可以客观地看待各种分歧，以一种更为成熟的胸襟和视野开创和迎接教育技术学科发展的新时代。

At present, there are three definitions for educational technology: theory and practice, narrow sense and broad sense as well as element and activity. There are also many confusions and controversies in all of the definitions. These confusions and controversies, however, are the result of misunderstanding and misuse, which embody the feature for newly established discipline of educational technology. In fact, each definition has different angle, background, or situation. It is helpful to understand different definition based on analytic educational philosophy, and help us get out of the conceptual controversies.