【作 者】：
安 涛， 周 进， 韩雪婧
【关 键 词 】：
知识； 思维； 学科思维； 教育技术学
【栏 目】：
理论探讨
【中文摘要】：
当前教育技术学科发展面临巨大挑战，学科发展与社会需求呈现断层现象。文章认为，教育技术学应该超越知识本位的发展模式，注重学科思维的生成与培养。知识本位下的教育技术学呈现“为知识而知识”的单学科发展模式，并造成了封闭式的、自我循环的专业发展困境。而设计思维可以成为教育技术学的学科思维，设计本身是教育技术的核心要素，能为教育技术问题提供解决方案，并能成为教育技术学发展的重要驱动力。教育技术学设计思维生成既需要走出技术决定论的束缚，树立建构性的教育技术观，还要依赖学科人才培养模式的转变，并借助外生的社会逻辑力量，积极寻求设计思维的沉淀与凝聚。
【英文摘要】：
At present, the discipline of educational technology faces great challenges, and there is a fault between social demands and the development of that discipline. This paper suggests that educational technology should go beyond the knowledge-based developmental model and emphasize the production and cultivation of disciplined mind. The knowledge-based educational technology presents a single-discipline developmental mode of "knowledge for knowledge" and forms closed, self-cycling development. Design thinking can become the disciplined mind of educational technology. Design is the core element of educational technology, which can provide solutions for problems in educational technology and becomes an important driving force. The generation of design thinking of educational technology should not only get rid of the shackles of technical determinism and build up constructive view of educational technology, but also need the transformation of training model of talents, take advantage of the external social power and actively seek the precipitation and condensation of design thinking.
【下 载】：
从“知识”到“思维”：教育技术学发展的学科转向