【作 者】：
苏慧丽， 于 伟
【关 键 词 】：
路途性； 景深； 过程性； 教育技术； 意向性； 深度学习
【栏 目】：
理论探讨
【中文摘要】：
近年来，技术手段在教育领域中的广泛应用要求我们对教育技术的意向性进行前提性考察与批判性分析。针对这一诉求，文章首先基于技术意向性理论，从技术意向的一般性与教育技术意向的特殊性入手，厘清了教育技术的功能归属，并提出深度学习视角下教育技术的过程性意向。其次，以深度学习的过程性为指向，教育技术的意向一应指向路途性，即通过空间与时间的双重维度凸显学习的过程；二应指向景深性，即从感性、理性与实践等多重维度凸显学习中各要素的关联。基于此，本文最后指出教育技术意向变革的实践应指向情境/具象、操作/体验及对话/省思三组表征，旨在使学生的学习更容易、使受教育的主体更明晰、使学生更善于反思与思维重构及迁移。
【英文摘要】：
In recent years, the wide application of technology in the field of education requires us to make a proactive investigation and critical analysis of the intentionality of educational technology. In response to this demand, based on the theory of technology intentionality, this paper, starting from the generality of technological intention and the specificity of educational technology intention, first clarifies the functional attribution of educational technology , and then puts forward the process intention of educational technology from the perspective of deep learning. Secondly, with the process of deep learning as the direction, the intention of educational technology should be directed to the trajectory, that is, highlighting the learning process through the dual dimension of space and time. Secondly, it should focus on the depth of field, that is, highlighting the correlation of various elements in learning from multiple dimensions of sensibility, rationality and practice. Based on this, this paper finally points out that the practice of intention change of educational technology should be oriented to three sets of representations: situation/concretion, operation / experience and dialogue / reflection, aiming to make students' learning easier, make the subject of education clearer, and make students better at reflection and thinking reconstruction and transfer.