The Development of Curriculum Theory in the Era of Information Technology

Jin Yule; Zhang Mingkai; Meng Xianyun

doi:10.16382/j.cnki.1000-5560.2019.04.005

Volume 37 Issue 4

Jul. 2019

Turn off MathJax

Article Contents

Article Navigation > Journal of East China Normal University (Educational Sciences) > 2019 > 37(4): 47-56

Jin Yule, Zhang Mingkai, Meng Xianyun. The Development of Curriculum Theory in the Era of Information Technology[J]. Journal of East China Normal University (Educational Sciences), 2019, 37(4): 47-56. doi: 10.16382/j.cnki.1000-5560.2019.04.005

Citation:

Jin Yule, Zhang Mingkai, Meng Xianyun. The Development of Curriculum Theory in the Era of Information Technology[J]. Journal of East China Normal University (Educational Sciences), 2019, 37(4): 47-56. doi: 10.16382/j.cnki.1000-5560.2019.04.005

Citation:

PDF( 568 KB)

The Development of Curriculum Theory in the Era of Information Technology

doi: 10.16382/j.cnki.1000-5560.2019.04.005

1.
Faculty of Education, Southwest University, Chongqing 400715, China
2.
Normal College, Shenzhen University, Shenzhen Guangdong 518060, China

Publish Date: 2019-07-20

Abstract

Abstract

Information technology profoundly affects the development of curriculum theory. On the one hand, the development of curriculum theory is challenged by information technology, such as transformation of knowledge from static determination to interactive creation, cognition leap from substantive thinking to intelligent thinking, and reconstruction of social environment from local influence to overall change. On the other hand, the new social environment, knowledge form reform and thinking modes offer the opportunities created by information technology to promote the development of curriculum theory. Therefore, in the information technology era, it's important to establish new concepts, including humanization of essence of curriculum, diversification of values, dynamic development of design, electronization of teaching materials, as well as platform-based implementation, networked evaluation and synergy of management. Also, new researches need to be done in the following areas:development of online courses, creation of electronic curriculum resources, integration of classrooms and information technology, ethical issues of the development of curriculum theory driven by information technology, and the scale of the development of information technology.
- information technology,
- development of curriculum theory,
- challenge,
- opportunity,
- new concept,
- new topic

FullText(HTML)

References(21)

References

[1]	爱因斯坦.(2009).爱因斯坦文集(第3卷)(许良英, 赵中立, 张宣三译).北京:商务印书馆.
[2]	鲍宗豪.(2003).数字化与人文精神.上海:上海三联书店.
[3]	芬伯格.(2015).在理性与经验之间:论技术与现代性(高海青译).北京:金城出版社.
[4]	葛洛蒂, 张国治.(1999).数字化世界.北京:电子工业出版社.
[5]	顾小清.(2006).面向信息化的教师专业发展——行动学习的实践视角.北京:教育科学出版社.
[6]	何克抗.(2012).TPACK——美国"信息技术与课程整合"途径与方法研究的新发展(上).电化教育研究, (5), 5-10. http://cdmd.cnki.com.cn/Article/CDMD-10319-1018262233.htm
[7]	怀特海.(2004).思维方式(刘放桐译).北京:商务印书馆.
[8]	靳玉乐, 于泽元.(2015).课程论(第二版).北京:人民教育出版社.
[9]	靳玉乐.(1995).现代课程论.重庆:西南师范大学出版社.
[10]	卡斯特.(2003).千年终结(夏铸九等译).北京:社会科学文化出版社.
[11]	麦克卢汉.(2000).理解媒介:论人的延伸(何道宽译).北京:商务印书馆.
[12]	莫斯可.(2010).数字化崇拜(黄典林译).北京:北京大学出版社.
[13]	桑新民, 李曙华, 谢阳斌.(2013)."乔布斯之问"的文化战略解读.开放教育研究, (3), 30-41. doi: 10.3969/j.issn.1007-2179.2013.03.003
[14]	温伯格.(2014).知识的边界(胡泳等译).太原:山西人民出版社.
[15]	吴永和, 马晓玲, 杨飞.(2013).电子课本出版与生态发展的阐释与研究.远程教育杂志, (1), 17-28. doi: 10.3969/j.issn.1672-0008.2013.01.002
[16]	肖峰.(2016).信息技术哲学.广州:华南理工大学出版社.
[17]	休谟.(2016).人性论(关文运译).北京:商务印书馆.
[18]	许凌云, 郑长龙.(2013).论信息技术与课程整合背景下课堂教学行为转变.现代远距离教育, (3), 27-31. doi: 10.3969/j.issn.1001-8700.2013.03.005
[19]	亚里士多德.(1990).尼各马科伦理学(苗力田译).北京:中国社会科学出版社.
[20]	郑太年, 王美.信息时代的学习与课程.远程教育杂志, 2010(3), 75-79. doi: 10.3969/j.issn.1672-0008.2010.03.011
[21]	Spector, M., Lajoie, S.(2013). Exploration in the learning science, instructional systems and performance technologies (Vol.4). New York:Springer.