[1]孙立会.超越工具范畴 回归教育本源——推进电子书包应用之反思[J].远程教育杂志,2015,(04):041-47.[doi:10.15881/j.cnki.cn33-1304/g4.2015.04.006]
 Sun Lihui.Return to the Origin of Education, Go beyond Tool Perspective——Reflection on Promoting the Application of E-book Package[J].Distance Education Journal,2015,(04):041-47.[doi:10.15881/j.cnki.cn33-1304/g4.2015.04.006]
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超越工具范畴 回归教育本源——推进电子书包应用之反思()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2015年04期
页码:
041-47
栏目:
理论前沿
出版日期:
2015-07-27

文章信息/Info

Title:
Return to the Origin of Education, Go beyond Tool Perspective——Reflection on Promoting the Application of E-book Package
作者:
孙立会
天津大学 教育学院,天津 300072
Author(s):
Sun Lihui
School of Education, Tianjin University, Tianjin 300072
关键词:
电子书包教育本源工具反思
Keywords:
E-book package Origin of Education Tool Reflection
分类号:
G434
DOI:
10.15881/j.cnki.cn33-1304/g4.2015.04.006
文献标志码:
A
摘要:
电子书包必须将体现教育性为第一首要前提,不能让技术或工具“异化”人的存在,研究电子书包过程之中不一定要完全让其具有传统书包的各种功能,重点应该让其发挥数字化的作用。电子书包推进过程之中,教育者必须深刻体悟使用电子书包的一些基本问题:电子书包不是教师的教具而是学习者的学具;电子书包的功用在于学习的辅助性而非主导性;还没有完全适用于电子书包的教学方法;电子书包会导致电子垃圾的大幅增长。可以说,电子书包所包含的数字化、网络化与便利性确实是其优点,但也有其不足之处,不能“一己之长,攻人之短”,以此来否定传统的教学方式。目前,研究者与实践者均要超越电子书包这种人工物之工具本身,以此回到教育的本源中来。
Abstract:
Education reflected by e-book package must be given top priority instead of technology and tool. E-book package does not necessarily bring the various functions of a traditional book package into full play, whose focus should be on developing its digital effects. In the process of promoting e-book package, educators must deeply realize some fundamental problems when using e-book package: e-book package is the learners’ tools instead of the teachers’ tools; e-book package acts as a complementary tool to learning instead of a dominant tool; there are no appropriate teaching methods applied to e-book package; e-book package will lead to substantial growth in electronic waste. E-book package does have such advantages as digitization, networking and convenience. However, it has some disadvantages, which isn’t necessarily superior to traditional teaching method. Currently, researchers and practitioners should go beyond "tool " perspective, and return to the origin of education.

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备注/Memo

备注/Memo:
基金项目:本文系教育部人文社会科学研究青年基金项目“日本教育工学本土化创新之路研究”(项目编号:14YJC880064)的研究成果之一。
更新日期/Last Update: 2015-08-01