日本教育工学理论体系构建理路及启示

Understanding and Enlightenment of Japanese Education Technology Theory System to Build

中国教育技术学科理论体系构建一直都是一个大难题，归其根本原因可能是对理论体系构建理路中基础理论与理论基础辨别不清。基础理论一般是指一门学科体系中起基础性作用并具有一定稳定性、根本性和普遍性的理论。稳定性强调的是理论的不变性，其实就是人们常说的公认度，是经得起时间和实践检验的理论，而不是某种推测、意想或判断。对于一门综合性学科而言，基础理论来源于其它学问领域是没有问题的，并且也是必然的，因为教育技术学就是一门交叉性“杂技”之学。但作为一门学科的“内核”即最核心的理论基础必然地要有其特殊性，这也是区别于其它学科亦或是本学科在学术之林中立足的关键所在。通过比较的方法，从日本教育工学的基础理论与理论基础构建过程之中汲取营养，以期对重新审视我国教育技术学科理论体系构建带来了一种新思路。

The construction of Chinese educational technology discipline theory system has always been a big problem， to its root cause may be the theory system of constructing concept of basic theory and the theory basis of discrimination is not clear. The basic theory generally refers to a theory which has certain stability， fundamental and universal theory and plays a basic role in a discipline system and the emphasis is the invariance of the stability theory， it is often said that the recognized degree， is the time and the test of practice theory， not a speculation， intent or judgment. For a comprehensive discipline， the basic theory of knowledge which comes from other fields is no problem， and is also the inevitable， because it is a cross ＂acrobatics＂ study of educational technology. But as a discipline of ＂kernel＂， that is the core of the theoretical basis of inevitably which has its particularity， which is different from other disciplines or forest based on the key of this subject in the academic. Through the comparative method， we should absorb nutrients from the basic theory and the basic theory of Japanese educational technology construction process， and it may bring a new idea that re-examines the education technology discipline theory system construction of China with a view.