| 论当代技术教育的四种可能进路——基于米切姆技术概念框架的启示 |
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| 引用本文： | 陈向阳.论当代技术教育的四种可能进路——基于米切姆技术概念框架的启示[J].自然辩证法研究,2011(10). |
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| 作者姓名： | 陈向阳 |
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| 作者单位： | 南京师范大学教育科学学院; |
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| 基金项目： | 全国教育科学“十一五”规划教育部重点课题“以培养学生技术素养为主要目标的我国中小学技术教育体系建构研究”(DHA070157); 安徽省教学重点研究项目(20101310)阶段性成果 |
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| 摘 要： | 技术与技术教育关系密切。但直至现在,技术仍被视为人们手中的中性工具,或者至多不过是科学发现的应用,技术本身所蕴含的育德、益智、审美等教育价值被遮蔽或丧失。因而对技术内涵的深度揭示将开启技术教育圆融自足的可能进路。基于米切姆对技术作为人工物、技术作为知识、技术作为过程、技术作为意志这一技术概念框架的构建,可以开掘出当代技术教育的四种可能进路。
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| 关 键 词： | 技术教育 技术概念框架 成物与成人 |
Four Possible Routes to Technology Education in Contemporary Times |
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| CHEN Xiang-yang.Four Possible Routes to Technology Education in Contemporary Times[J].Studies In Dialectics of Nature,2011(10). |
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| Authors: | CHEN Xiang-yang |
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| Institution: | CHEN Xiang-yang (College of Education Science,Nanjing Normal University,Nanjing 210097,China) |
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| Abstract: | Technology is closely related to technology education.But until now,technology is still seen as a neutral tool or as applied science.Technology loses its education values of fostering morality,facilitating intellectual development and improving the aesthetic appreciation.Through an further revealment on technology connotation,technology education will open the possibility of self-sufficiency.According to Mitcham reflections on technology have focused on four ways of conceptualizing technology:as objects,as ... |
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| Keywords: | technology education concept frame of technology being thing and being human |
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