【作 者】：
安 涛， 韩雪婧， 周 进
【关 键 词 】：
知识生产模式； 教育技术学； 知识逻辑； 应用逻辑； 社会逻辑
【栏 目】：
理论探讨
【中文摘要】：
文章以知识生产模式理论为基础，考察我国教育技术学的发展路径，为我国教育技术学发展提供理论启发。知识生产模式经历了模式I、模式II、模式III三种模式，教育技术学发展存在知识逻辑、应用逻辑和社会逻辑三种逻辑路径。知识逻辑处于核心地位，它体现了学科研究范式，能为教育技术学发展提供知识基础与理论框架；应用逻辑则体现了跨学科研究范式，能实现教育技术学的“学以致用”，促进知识研究与产品应用的转换；社会逻辑则属于超学科研究范式，需要将学科置于特定的社会空间里，并能激发教育技术学的生长点，催生教育技术学的新理论与新话语。教育技术学的三种学科逻辑能相互作用，为教育技术学科发展提供超越之路。
【英文摘要】：
Based on the theory of knowledge production mode, this paper examines the development path of educational technology in China and provides good theoretical inspirations for its development in China. Knowledge production mode has experienced three modes: mode I, mode II and mode III and the development of educational technology has three logical paths: knowledge logic, applied logic and social logic. Knowledge logic plays a core role, which reflects the research paradigms of disciplines and provides the knowledge base and theoretical framework for the development of educational technology. The applied logic embodies the paradigm of interdisciplinary research, which can realize the application of educational technology and promote the transfer of knowledge research and product application. Social logic, on the other hand, belongs to the paradigm of supra-disciplinary research, which needs to place disciplines in a specific social space, stimulate the growth point of educational technology, and generate new theories and new discourses of educational technology. The three kinds of discipline logic of educational technology can interact with each other and provide a way for the development of education technology.