1. The earliest educational technology in China is mainly audio-visual technology, and the development and application of other technical means in education, which is what we usually call audio-visual education means. The form of distance education with radio, television and satellite as the main body has promoted some changes in teaching organization, learning methods and teaching methods.
In the middle and late 1980s, the continuous maturity and progress of computer network technology and communication technology brought about the rapid development of information dissemination technology and the revolution of educational technology and even educational methods.
2. Following the "Opinions on Strengthening Educational Technology in Colleges and Universities" issued by China's Ministry of Education, the "Decision of the State Council and the Central Committee of the Communist Party of China on Deepening Educational Reform and Promoting Quality Education in an All-round Way" was issued in June 1999, which put forward a more clear task for the development of educational informationization and modernization of teaching means: vigorously improve the modernization level of educational technology and means and improve the degree of educational informationization.
3.65438 On February 25th, 2004, the Ministry of Education issued the Standards of Educational Technology Competence for Primary and Secondary School Teachers (Trial), which is the first professional competence standard for primary and secondary school teachers issued in China. The standard defines educational technology as the theory and practice of realizing the optimization of education and teaching through the design, development, utilization, management and evaluation of teaching and learning processes and related resources by using various theories and technologies.
4. On April 3rd, 2006, the Ministry of Education of People's Republic of China (PRC) issued the Action Plan of Education Informatization 2.0. To upgrade education informatization from 1.0 to 2.0, it is necessary to realize the transformation from dedicated resources to large resources; From improving students' information technology application ability to improving information technology literacy; From application integrated development to innovative integrated development. This puts forward higher requirements for educational technology in the new era. In the intelligent era, the rapid development of artificial intelligence, big data, blockchain and other technologies will profoundly change the demand for talents and the form of education.
Expand the characteristics of information education technology;
Educational technology is not the general application of a certain teaching method, it includes the theory and practice of three concepts (learner-centered, relying on resources and using systematic methods) that are comprehensively applied to education and teaching.
Educational technology attaches importance to the analysis and study of learners' characteristics (such as behavior level, ability, knowledge base, age characteristics, etc.). ), because the learner's situation has a direct impact on many educational decisions such as choosing goals, determining the rhythm, and determining the nature of evaluation. In educational technology, solving problems depends on developing and utilizing learning resources, promoting personalized learning and improving people's learning quality.
Educational technology attaches importance to the development, application, management, design and learners' learning experience of all learning resources or learning media called human beings, and emphasizes the scientific and systematic method to analyze and integrate the process of "teaching and learning". For example, teaching activities are designed in a systematic way, and operable progressive learning objectives are formulated through demand analysis, content analysis and learner analysis;
According to these learning objectives, appropriate strategies (processes, methods and media) are selected to form a complete teaching and learning design scheme, which is evaluated and summarized in the trial, and necessary adjustments and modifications are made as needed. This systematic process provides a way to optimize teaching activities (or learning experience).
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